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Author: Teri S. Lesesne
Publisher: Stenhouse Publishers
ISBN: 1571103813
Category : Education
Languages : en
Pages : 249
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Book Description
Explains how teachers and librarians can steer students to the literature they love by focusing on three key areas: knowing the readers, knowing the books, and knowing the strategies to motivate students to read.
Author: Teri S. Lesesne
Publisher: Stenhouse Publishers
ISBN: 1571103813
Category : Education
Languages : en
Pages : 249
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Book Description
Explains how teachers and librarians can steer students to the literature they love by focusing on three key areas: knowing the readers, knowing the books, and knowing the strategies to motivate students to read.
Author: Christina Lupton
Publisher: JHU Press
ISBN: 1421425777
Category : Literary Criticism
Languages : en
Pages : 338
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Book Description
How did eighteenth-century readers find and make time to read? Books have always posed a problem of time for readers. Becoming widely available in the eighteenth century—when working hours increased and lighter and quicker forms of reading (newspapers, magazines, broadsheets) surged in popularity—the material form of the codex book invited readers to situate themselves creatively in time. Drawing on letters, diaries, reading logs, and a range of eighteenth- and early nineteenth-century novels, Christina Lupton’s Reading and the Making of Time in the Eighteenth Century concretely describes how book-readers of the past carved up, expanded, and anticipated time. Placing canonical works by Elizabeth Inchbald, Henry Fielding, Amelia Opie, and Samuel Richardson alongside those of lesser-known authors and readers, Lupton approaches books as objects that are good at attracting particular forms of attention and paths of return. In contrast to the digital interfaces of our own moment and the ephemeral newspapers and pamphlets read in the 1700s, books are rarely seen as shaping or keeping modern time. However, as Lupton demonstrates, books are often put down and picked up, they are leafed through as well as read sequentially, and they are handed on as objects designed to bridge temporal distances. In showing how discourse itself engages with these material practices, Lupton argues that reading is something to be studied textually as well as historically. Applying modern theorists such as Niklas Luhmann, Bruno Latour, and Bernard Stiegler, Lupton offers a rare phenomenological approach to the study of a concrete historical field. This compelling book stands out for the combination of archival research, smart theoretical inquiry, and autobiographical reflection it brings into play.
Author: Merve Emre
Publisher: University of Chicago Press
ISBN: 022647402X
Category : Literary Criticism
Languages : en
Pages : 295
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Book Description
“[Emre’s] intellectual moves . . . are many, subtle, and a pleasure to follow. . . . None of her bad readers could have written this very good book.” —Los Angeles Review of Books Literature departments tend to be focused on turning out, “good” readers—attentive to nuance, aware of history, interested in literary texts as self-contained works. But the majority of readers are, to use Merve Emre’s tongue-in-cheek term, “bad” readers. They read fiction and poetry to be moved, distracted, instructed, improved, engaged as citizens. How should we think about those readers, and what should we make of the structures, well outside the academy, that generate them? We should, Emre argues, think of such readers not as non-literary but as paraliterary—thriving outside literary institutions. She traces this phenomenon to the postwar period, when literature played a key role in the rise of American power. At the same time as American universities were producing good readers by the hundreds, many more thousands of bad readers were learning elsewhere to be disciplined public communicators, whether in diplomatic and ambassadorial missions, private and public cultural exchange programs, multinational corporations, or global activist groups. As we grapple with literature’s diminished role in the public sphere, Paraliterary suggests a new way to think about literature, its audience, and its potential, one that looks at the civic institutions that have long engaged readers ignored by the academy. “Paraliterary does for . . . reading . . . what The Program Era did for writing: profoundly upend what we thought we knew about how institutions other than the university have shaped our culture and our engagement with it.” —Deborah Nelson, University of Chicago
Author: Burton L. Visotzky
Publisher: Jewish Publication Society
ISBN: 0827610548
Category : Religion
Languages : en
Pages : 257
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Book Description
An invitation to all--regardless of religious background--to engage the Bible, grapple with its language, unlock its mysteries, and understand its relevance in our own time. Reading the Book is the model for Bill Moyers's forthcoming 10-part PBS series, Genesis: A Living Conversation, to be aired in the fall of 1996.
Author: Kari Yates
Publisher: Heinemann Educational Books
ISBN: 9780325061559
Category : Education
Languages : en
Pages : 0
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Book Description
"You can do this! You can help kids fall in love with reading. You can fill your classroom with piles of amazing books kids will be itching to get their hands on. You can find stretches of time every single day during which kids read books they care about. You can observe, respond, and interact with your readers in powerful and meaningful ways. You can make it happen, starting today." -Kari Yates You don't become an amazing reading teacher all at once. Someone shows you where to begin. Someone who has taught every kind of reader and coached teachers just like you. Someone like Kari Yates. Simple Starts is Kari's getting-started guide to creating the reading classroom of your dreams-and your students'. Teacher to teacher, she distills research and best practice into essentials that help you: Engage readers with books they'll love Provide kids the time for reading and discussion Nurture independence through choice Guide students' growth and yours by asking "What's next?" Conversational, practical, and inspirational, Simple Starts is filled with teaching strategies, quick reflection charts, example anchor charts, and teacher know-how from thirty years in classrooms and schools. "What's next is simple," writes Kari Yates. "You don't have to know everything about books or reading. You just need to follow a few simple steps." With Kari and Simple Starts you'll do it. So come on in! Your kids are counting on you, and it's time to bravely begin.
Author: Barbara M. Benedict
Publisher: Princeton University Press
ISBN: 0691656436
Category : Literary Criticism
Languages : en
Pages : 263
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Book Description
Inquiring into the formation of a literary canon during the Restoration and the eighteenth century, Barbara Benedict poses the question, "Do anthologies reflect or shape contemporary literary taste?" She finds that there was a cultural dialectic at work: miscellanies and anthologies transmitted particular tastes while in turn being influenced by the larger culture they helped to create. Benedict reveals how anthologies of the time often created a consensus of literary and aesthetic values by providing a bridge between the tastes of authors, editors, printers, booksellers, and readers. Making the Modern Reader, the first full treatment of the early modern anthology, is in part a history of the London printing trade as well as of the professionalization of criticism. Benedict thoroughly documents the historical redefinition of the reader: once a member of a communal literary culture, the reader became private and introspective, morally and culturally shaped by choices in reading. She argues that eighteenth-century collections promised the reader that culture could be acquired through the absorption of literary values. This process of cultural education appealed to a middle class seeking to become discriminating consumers of art. By addressing this neglected genre, Benedict contributes a new perspective on the tension between popular and high culture, between the common reader and the elite. This book will interest scholars working in cultural studies and those studying noncanonical texts as well as eighteenth-century literature in general. Originally published in 1996. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Author: Daniel Coffeen
Publisher: John Hunt Publishing
ISBN: 1785354159
Category : Literary Criticism
Languages : en
Pages : 147
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Book Description
A Deleuzian guide to reading the world, Reading the Way of Things is an exploration of the ideas of McLuhan, Deleuze, Guattari, Merleau-Ponty, Foucault, Burroughs, and more. It is a book that aims at getting the reader past teleological interpretations and questions, letting the reader in on new ways of doing criticism as well as new ways of going, being, and thinking.
Author: Michael Ruhlman
Publisher: Macmillan
ISBN: 080508939X
Category : Biography & Autobiography
Languages : en
Pages : 338
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Book Description
Exploring the essence of becoming a chef, this book reveals the elusive, unnameable elements of great cooking.
Author: Laura Vaccaro Seeger
Publisher: Holiday House
ISBN: 0823450287
Category : Juvenile Fiction
Languages : en
Pages : 20
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Book Description
From the Two-time Caldecott Honor Award winning author/illustrator of Green and Blue comes Red, a story about a lost fox that explores emotions-- fear, love, anger, and more-- through the use of vivid color. With a combination of sumptuous illustrations, ingenious die-cut pages, and simple text, Red is a beautiful companion to the Caldecott Honor Book Green and the highly acclaimed Blue. In this book, award-winning artist Laura Vaccaro Seeger once again turns her attention to the ways in which color evokes emotion. Dark Red, Light Red, Lost red, Bright red. Separated from its family, a lone fox experiences, anger, fear, and ultimately love as it journeys home. Lost and alone, he makes his way through a dark forest, injures his paw, has glancing encounters with humans, and finds himself trapped in a cage, before an act of kindness returns him to the wilderness. A CCBC Choice
Author: Kathy Collins
Publisher: Heinemann Educational Books
ISBN: 9780325050928
Category : Education
Languages : en
Pages : 0
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Book Description
It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words. -Kathy Collins and Matt Glover What do we see when young children interact with books before they can read the words? Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development. "One of our biggest hopes," write Kathy and Matt, "is to help you see and value all of the powerful work young children do as readers." With I Am Reading you'll see that fostering what little ones do before they can read the words is important early instruction. Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share: observation guides for children reading any kind of book specific descriptions of language and independence development sample reading conferences and whole-class minilessons suggestions for creating reading opportunities in preschool and reading workshops in K-1 action plans to get you going 25 online video clips of children making meaning and teachers supporting them. I Am Reading pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. "In the rush toward ever higher reading levels in the early years," write Kathy and Matt, "we may fail to value the strategy use and high-level thinking children do before they are reading conventionally." Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.
