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Author: Robin Fogarty
Publisher:
ISBN: 9781951075132
Category : Language arts
Languages : en
Pages : 248
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Book Description
"For decades, the education system has poured time, money, and effort into helping young students learn to read well, but nearly every attempt at reforming literacy among the youth has failed. So instead of reforming, why not reframe? Literacy Reframed seeks to reframe literacy in the education system by removing the current obsession with examinations and skill work. Instead, authors Robin J. Fogarty, Gene M. Kerns, and Brian M. Pete introduce the three pillars of literacy: phonics, vocabulary, and knowledge, which serve to create a reading environment built on students' continual acquisition of knowledge and need to learn. By reading The Big Three, educators will learn how to create literacy-reframed classrooms, where students are consumed by the sound of reading, engrossed by the words on the page, and thirsting to learn more about anything and everything"--
Author: Robin Fogarty
Publisher:
ISBN: 9781951075132
Category : Language arts
Languages : en
Pages : 248
Get Book Here
Book Description
"For decades, the education system has poured time, money, and effort into helping young students learn to read well, but nearly every attempt at reforming literacy among the youth has failed. So instead of reforming, why not reframe? Literacy Reframed seeks to reframe literacy in the education system by removing the current obsession with examinations and skill work. Instead, authors Robin J. Fogarty, Gene M. Kerns, and Brian M. Pete introduce the three pillars of literacy: phonics, vocabulary, and knowledge, which serve to create a reading environment built on students' continual acquisition of knowledge and need to learn. By reading The Big Three, educators will learn how to create literacy-reframed classrooms, where students are consumed by the sound of reading, engrossed by the words on the page, and thirsting to learn more about anything and everything"--
Author: Cynthia Lewis
Publisher: Routledge
ISBN: 1000149560
Category : Education
Languages : en
Pages : 227
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Book Description
This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.
Author: Thomas A. Lucey
Publisher: IAP
ISBN: 1617357219
Category : Business & Economics
Languages : en
Pages : 337
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Book Description
Scholarship related to financial and consumer education largely concerns itself with the acquisition, management, and growth of financial resources. In a global setting that witnesses increasing competition for natural resources, along with diminishing appreciation for human rights, a challenge for financial and consumer educators involves developing foundation for bettering individual wealth in manners that respect all members of a global society. Reframing Financial Literacy fills this need by providing literature that examines a broad view of financial literacy by connecting financial practice with issues of citizenship, along with personal and professional identity. It relates these issues to educational theory and practice to provide the reader with information about the relevance of improving social worth, while bettering financial wealth. Boasting 14 previously unpublished chapters from an international slate of authors, and classroom adaptable lesson plans for each chapter, Reframing Financial Literacy will interest both teachers and researchers with its exciting classroom activities and its provocative content. This is a must work that no education professional should be without.
Author: Joanna M. Burkhardt
Publisher: American Library Association
ISBN: 0838913970
Category : Language Arts & Disciplines
Languages : en
Pages : 300
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Book Description
The six threshold concepts outlined in the Framework for Information Literacy for Higher Education are not simply a revision of ACRL's previous Information Literacy Competency Standards for Higher Education. They are instead an altogether new way of looking at information literacy. In this important new book, bestselling author and expert instructional librarian Burkhardt decodes the Framework, putting its conceptual approach into straightforward language while offering more than 50 classroom-ready Framework-based exercises. Guiding instructors towards helping students cross each threshold, this book discusses the history of the development of the Framework document and briefly deconstructs the six threshold concepts; thoroughly addresses each threshold concept, scaffolding from the beginner level to the intermediate level; includes exercises that can be used in the one-shot timeframe as well as others designed for longer class sessions and semester-long courses; offers best practices in creating learning outcomes, assessments, rubrics, and teaching tricks and tips; and looks at how learning, memory, and transfer of learning applies to the teaching of information literacy. Offering a solid starting point for understanding and teaching the six threshold concepts in the Framework, Burkhardt's guidance will help instructors create their own local information literacy programs.
Author: Kelly Ritter
Publisher: University of Pittsburgh Press
ISBN: 0822981173
Category : Language Arts & Disciplines
Languages : en
Pages : 307
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Book Description
"Mental hygiene" films developed for classroom use touted vigilance, correct behavior, morality, and model citizenship. They also became powerful tools for teaching literacy skills and literacy-based behaviors to young people following the Second World War. In this study, Kelly Ritter offers an extensive theoretical analysis of the alliance of the value systems inherent in mental hygiene films (class-based ideals, democracy, patriotism) with writing education—an alliance that continues today by way of the mass digital technologies used in teaching online. She further details the larger material and cultural forces at work in the production of these films behind the scenes and their effects on education trends. Through her examination of literacy theory, instructional films, policy documents, and textbooks of the late 1940s to mid-1950s, Ritter demonstrates a reliance on pedagogies that emphasize institutional ideologies and correctness over epistemic complexity and de-emphasize the role of the student in his or her own learning process. To Ritter, these practices are sustained in today's pedagogies and media that create a false promise of social uplift through formalized education, instead often resulting in negative material consequences.
Author: Hartsfield, Danielle E.
Publisher: IGI Global
ISBN: 1799873773
Category : Education
Languages : en
Pages : 727
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Book Description
Perspectives and identity are typically reinforced at a young age, giving teachers the responsibility of selecting reading material that could potentially change how the child sees the world. This is the importance of sharing diverse literature with today’s children and young adults, which introduces them to texts that deal with religion, gender identities, racial identities, socioeconomic conditions, etc. Teachers and librarians play significant roles in placing diverse books in the hands of young readers. However, to achieve the goal of increasing young people’s access to diverse books, educators and librarians must receive quality instruction on this topic within their university preparation programs. The Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals is a comprehensive reference source that curates promising practices that teachers and librarians are currently applying to prepare aspiring teachers and librarians for sharing and teaching diverse youth literature. Given the importance of sharing diverse books with today’s young people, university educators must be aware of engaging and effective methods for teaching diverse literature to pre-service teachers and librarians. Covering topics such as syllabus development, diversity, social justice, and activity planning, this text is essential for university-level teacher educators, library educators who prepare pre-service teachers and librarians, university educators, faculty, adjunct instructors, researchers, and students.
Author: Maneka Deanna Brooks
Publisher: Routledge
ISBN: 1351365142
Category : Language Arts & Disciplines
Languages : en
Pages : 175
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Book Description
Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.
Author: Mariana Souto-Manning
Publisher: Routledge
ISBN: 1317308646
Category : Education
Languages : en
Pages : 460
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Book Description
Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.
Author: Leila Christenbury
Publisher: Guilford Press
ISBN: 1606239945
Category : Language Arts & Disciplines
Languages : en
Pages : 465
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Book Description
The first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings. Distinguished contributors examine how well adolescents are served by current instructional practices and highlight ways to translate research findings more effectively into sound teaching and policymaking. The book explores social and cultural factors in adolescents' approach to communication and response to instruction, and sections address literacy both in and out of schools, including literacy expectations in the contemporary workplace. Detailed attention is given to issues of diversity and individual differences among learners. Winner--Literacy Research Association's Fry Book Award!
Author: Beth Humphries
Publisher: Routledge
ISBN: 1000159256
Category : Social Science
Languages : en
Pages : 270
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Book Description
It has been noted by researchers from a variety of backgrounds that the dominant social research paradigms have frequently failed to represent the viewpoints of many marginalized groups. The authors of this collection confront this imbalance by looking at how issues such as ethnicity, sexual orientation and identity, disability, gender and ethnicity, and health and old age can be addressed in research conducted among groups who may often be the objects of research, but who seldom have control over what is said about them. Containing sections written by contributors from a variety of backgrounds, cultures and nationalities, the chapters explore ways in which issues of social diversity and division within the research process might be addressed. While considering whether this might be done through an emancipatory research paradigm, the book also examines the philosophical tenets and methodological implications of such an approach.
