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Author: Judy Eaton
Publisher: Canadian Scholars
ISBN: 1773380915
Category : Social Science
Languages : en
Pages : 282
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Book Description
Academic Literacy in the Social Sciences is a practical introductory guide that supports students through the process of understanding and critically evaluating research in the Social Sciences. This essential text develops and strengthens students’ ability to develop research paper topics, conduct thorough literature searches, critically evaluate research, and effectively summarize and share information. The textbook is broken down into ten chapters, focusing on topics such as theory and research methods in the social sciences, citing APA style, ethics and integrity, and statistics. This is an ideal resource for all students in undergraduate courses based in the social sciences.
Author: Judy Eaton
Publisher: Canadian Scholars
ISBN: 1773380915
Category : Social Science
Languages : en
Pages : 282
Get Book
Book Description
Academic Literacy in the Social Sciences is a practical introductory guide that supports students through the process of understanding and critically evaluating research in the Social Sciences. This essential text develops and strengthens students’ ability to develop research paper topics, conduct thorough literature searches, critically evaluate research, and effectively summarize and share information. The textbook is broken down into ten chapters, focusing on topics such as theory and research methods in the social sciences, citing APA style, ethics and integrity, and statistics. This is an ideal resource for all students in undergraduate courses based in the social sciences.
Author: Judith A. Langer
Publisher: Teachers College Press
ISBN: 0807770744
Category : Education
Languages : en
Pages : 190
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Book Description
This book by Judith Langer—internationally known scholar in literacy learning—examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than information collection), and explores how one becomes literate in ways that mark "knowing" in a field. Langer identifies key principles for practice and demonstrates how the framework and the principles together can undergird highly successful instruction across the curriculum. With many examples from middle and high schools, this resource will help educators to plan and implement engaging, exciting, and academically successful programs.
Author: Cheryl Geisler
Publisher: Psychology Press
ISBN: 9780805810677
Category : Education
Languages : en
Pages : 378
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Book Description
First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Douglas Cook
Publisher: Assoc of Cllge & Rsrch Libr
ISBN: 0838983898
Category : Language Arts & Disciplines
Languages : en
Pages : 309
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Book Description
Teaching Information Literacy to Social Sciences Students & Practitioners is a second discipline-based casebook from ACRL. This volume is based on the ACRL Information Literacy Competency Standards and presents cases on learning situations and how they can be analyzed and addressed. Also included are descriptions of instruction sessions for each case, notes, and teaching resources. Each case explicitly reflects one or more of the ACRL Information Literacy Standards.This practical collection of cases and applications brings a new set of resources to librarians doing instruction in the social sciences. Contributors cover such topics as data literacy, visual literacy, and developmental research skills training. Information on teaching undergraduate, graduate, and international students, and how to incorporate information literacy into various social science curricula are also presented.
Author: Michael Newman
Publisher: Bloomsbury Publishing USA
ISBN: 0313077045
Category : Education
Languages : en
Pages : 200
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Book Description
This qualitative multi-case study of academic literacy is the first research to assume the premises of the Multiliteracies Project of the New London Group of literacy researchers. It takes a multimodal view of literacy, not limited to reading and writing, and sets about to uncover the Design (the flexible structuring of rules and principles) that students and teachers both follow and create in college courses. This Design takes the form of a game in which students channel content from sources, such as texts and lectures, to assessments of various kinds. Students are then rewarded in the form of grades to the extent that the content they display matches the criteria the professor sets up. The students in this study had to determine which content would or would not match these criteria, which of six types of information (facts, concepts, connections, processes, principles, or metainformation, e.g., rhetorical patterns) were desired and how best to supply them. To move content from source to target they used four operations. These include exposure (making themselves conscious of the information), extraction (a process of selecting information), manipulation (changing or synthesizing information), and display (showing the information). Greater awareness of this Design led to greater success. Pedagogical implications of this model include establishing a more realistic curricula for academic literacy programs and educating professors to better match grading criteria with learning goals.
Author: Cheryl Geisler
Publisher: Routledge
ISBN: 1136690832
Category : Language Arts & Disciplines
Languages : en
Pages : 378
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Book Description
The first full-length account integrating both the cognitive and sociological aspects of reading and writing in the academy, this unique volume covers educational research on reading and writing, rhetorical research on writing in the disciplines, cognitive research on expertise in ill-defined problems, and sociological and historical research on the professions. The author produced this volume as a result of a research program aimed at understanding the relationship between two concepts -- literacy and expertise -- which traditionally have been treated as quite separate phenomena. A burgeoning literature on reading and writing in the academy has begun to indicate fairly consistent patterns in how students acquire literacy practices. This literature shows, furthermore, that what students do is quite distinct from what experts do. While many have used these results as a starting point for teaching students "how to be expert," the author has chosen instead to ask about the interrelationship between expert and novice practice, seeing them both as two sides of the same project: a cultural-historical "professionalization project" aimed at establishing and preserving the professional privilege. The consequences of this "professionalization project" are examined using the discipline of academic philosophy as the "site" for the author's investigations. Methodologically unique, these investigations combine rhetorical analysis, protocol analysis, and the analysis of classroom discourse. The result is a complex portrait of how the participants in this humanistic discipline use their academic literacy practices to construct and reconstruct a great divide between expert and lay knowledge. This monograph thus extends our current understanding of the rhetoric of the professions and examines its implications for education.
Author: Eli R. Johnson
Publisher: Corwin Press
ISBN: 1452209375
Category : Education
Languages : en
Pages : 153
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Book Description
This practical guide provides 36 hands-on strategies for helping ELLs learn the necessary skills to decipher academic language in reading, writing, listening, and speaking.
Author: Ruchi Agarwal-Rangnath
Publisher: Teachers College Press
ISBN: 0807767042
Category : Education
Languages : en
Pages : 161
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Book Description
Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics--COVID-19, racism, and impending environmental catastrophe. Grounded in the daily realities of public schools, Agarwal-Rangnath shows teachers how to use primary and other sources that will offer students new ways of thinking about history while meeting language arts standards for information text proficiency and critical thinking. Educators will also learn how to teach language arts and social studies as complementary subjects. New for the Second Edition: More concrete connections between theory and practice. Additional lesson examples that are centered in today's context of converging pandemics. Reflection questions that challenge readers to think about ways to navigate curricular constraints and standardization in the classroom.
Author: James Albright
Publisher: Springer
ISBN: 9811053855
Category : Social Science
Languages : en
Pages : 299
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Book Description
Highlighting the conceptual work at the heart of Pierre Bourdieu’s reflexive sociology, this cutting edge collection operationalizes Bourdieusian concepts in field analysis. Offering a unique range of explorations and reflections utilizing field analysis, the eighteen chapters by prominent Bourdieusian scholars and early career scholars synthesize key insights and challenges scholars face when going ‘beyond the fields we know’. The chapters offer examples from discipline contexts as diverse as cultural studies, poetry, welfare systems, water management, education, journalism and surfing and provide demonstrations of theorizing within practical examples of field analysis. One of the foremost social philosophers and sociologists of the twentieth century, Bourdieu is widely known in cultural studies and education and his approaches are increasingly being taken up in health, social work, anthropology, family studies, journalism, communication studies and other disciplines where an analysis of the interplay between individuals and social structures is relevant. With its unique interdisciplinary focus, this book provides a useful guide to doing field analysis and working with Bourdieusian methods research, as well as key reading for methodology courses at post-graduate level.
Author: Lucia Thesen
Publisher: A&C Black
ISBN: 1847142524
Category : Language Arts & Disciplines
Languages : en
Pages : 226
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Book Description
This book is an analysis of student literacy in an academic setting, and how this has changed due to political, economic and social factors. The contributors, who are all engaged in academic literacy work at a South African university, use the theoretical tradition of New Literacy Studies as developed by theorists such as James Gee, Brian Street and Gnnther Kress, and apply this to a case study of one university in the changing context of South Africa. Academic Literacy and the Languages of Change will be of interest to postgraduates and academics researching sociolinguistics, or language and education.
