Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Re-theorizing Literacy Practices PDF full book. Access full book title Re-theorizing Literacy Practices by David Bloome. Download full books in PDF and EPUB format.
Author: David Bloome Publisher: Routledge ISBN: 1351254200 Category : Education Languages : en Pages : 263
Book Description
Moving beyond current theories on literacy practices, this edited collection sheds new light on the complexities inherent to the social, cultural, and ideological contexts in which literacy practices are realized. Building on Brian V. Street’s scholarship, contributors discuss literacy as intrinsically social and ideological, and examine how the theorizing of literacy practices has evolved in recognition of the diverse contexts in which written language is used. Breaking new intellectual and theoretical ground, this book brings together leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from the richness of Brian V. Street’s work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.
Author: David Bloome Publisher: Routledge ISBN: 1351254200 Category : Education Languages : en Pages : 263
Book Description
Moving beyond current theories on literacy practices, this edited collection sheds new light on the complexities inherent to the social, cultural, and ideological contexts in which literacy practices are realized. Building on Brian V. Street’s scholarship, contributors discuss literacy as intrinsically social and ideological, and examine how the theorizing of literacy practices has evolved in recognition of the diverse contexts in which written language is used. Breaking new intellectual and theoretical ground, this book brings together leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from the richness of Brian V. Street’s work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.
Author: Brian V. Street Publisher: Cambridge University Press ISBN: 9780521289610 Category : Education Languages : en Pages : 260
Book Description
Offers a detailed examination of theories about literacy developed by different academic disciplines and proposes an "ideological" model of literacy. Looks at contemporary literacy practices in the third world and Britain and, in particular, the literacy campaigns conducted by UNESCO.
Author: Dennis Sumara Publisher: Myers Education Press ISBN: 197550397X Category : Education Languages : en Pages : 479
Book Description
A 2022 SPE Outstanding Book Award Winner How do ideas change practices and people? In Ideas That Changed Literacy Practices, 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, the essays offer never-before revealed personal histories of the authors’ published writing about ideas that have shaped the field of literacy education. As a collection, the essays highlight some of the major themes that have guided and changed literacy practices over the last few decades. They also offer a rare glimpse into the complex ways histories of research emerge alongside personal and political influences on policy and practice. The volume includes an introductory chapter by Sumara and Alvermann in which they detail the processes they used in creating a context for the significance of this work. They begin with the premise that most literacy scholars rarely, if ever, reveal their personal and intellectual investments in ideas that have animated their research and other scholarly endeavors. That this observation rang true for all of the contributors was evidenced in their responses to the invitation. For example, some replied by saying this was the most exciting project they had engaged in because it required reflection on what motivated them to write the requested 3,500-word essay; others mentioned they were looking forward to reading what their peers would share. Ideas That Changed Literacy Practices is a unique collection of autobiographical essays that situates literacy learning and teaching in a rich context of personal and professional knowledge that highlights and celebrates the vibrant complexities of the field of literacy education. It is a unique and valuable resource for researchers and educators, whether in K-12 or higher education. Perfect for courses such as: Introduction to Literacy Research ӏ Literacy Research and Methods ӏ Language, Literacy and Culture ӏ Literacy Policy and Practice ӏ Narrative Research ӏ Interpretive Inquiry ӏ Research Methods in Education ӏ Foundations of Literacy Education ӏ Research Methods in Language and Literacy ӏ Popular Culture in Literacy Classrooms ӏ New and Digital Literacies ӏ History of Literacy Practices ӏ Educational Philosophy ӏ Reading and Language Arts ӏ Critical Theory ӏ Poststructuralism ӏ Digital Media Education ӏ Creative Writing ӏ Politics of Literacy
Author: Rosalind Horowitz Publisher: Taylor & Francis ISBN: 042979570X Category : Language Arts & Disciplines Languages : en Pages : 915
Book Description
This scholarly research Handbook aggregates the broad-ranging, interdisciplinary, multidimensional strands of writing research from scholars worldwide and brings them together into a common intellectual space. This is the first such international compilation. Now in its second edition, the Handbook inaugurates a wide scope of international research advancement, with attention to writing at all levels of schooling and in all life situations. It provides advanced surveys of scholarship on the histories of world and child writing and literacy; interconnections between writing, reading, and speech; digital writing; writing in communities; writing in the sciences and engineering; writing instruction and assessment; and writing and disability. A section on international measures for assessment of writing is a new addition to this compendium of research. This Handbook serves as a comprehensive resource for scholars, graduate students, and advanced undergraduates in writing studies and rhetoric, composition, creative expression, education, and literacy studies.
Author: Jamie D. I. Duncan Publisher: Routledge ISBN: 1000294609 Category : Language Arts & Disciplines Languages : en Pages : 222
Book Description
By focusing on the textually mediated reactions of local residents, social movements, and media producers to policy changes implemented in the favelas of Rio de Janeiro, this book studies the development of literacy as a tool to mobilize, perform, and disseminate protest. Researching Protest Literacies presents a combination of ethnographic fieldwork and extensive archival research to analyse how traditional and technology-driven literacy practices informed a new cycle of social protest in favelas from 2006-2016. Chapters trace nuanced interactions, document changing power balances, and in doing so conceptualize five forms of literacy used to enact social change - campaigning literacies, memorial literacies, media-activist literacies, arts-activist literacies, and demonstration literacies. Building on these, the study posits protest literacies as a new way of researching the role of contemporary literacy in protest. This insightful monograph would be of interest to doctoral students, researchers, and scholars involved in the fields of literacy studies, arts education, and social movement studies, as well as those looking into research methods in education and international literacies more broadly.
Author: Alex Ding Publisher: Bloomsbury Publishing ISBN: 1350229180 Category : Education Languages : en Pages : 249
Book Description
This book, written by pioneering architects of original social theory in educational/linguistic fields as well as expert practitioners, systematically exposes the sociological commitments of mainstream ideas and theories in English for Academic Purposes (EAP), commitments which are very often not fully examined by the discipline, but nonetheless shape practitioners' ideas and their praxis. The initial chapters outline what social theory is; the normative, critical, descriptive, social and generative purposes it serves; the scope and limits of social theory, and tracing the major historical traditions and recent currents. This mapping of social theory is followed by a detailed argument that makes the case for the centrality of social theory for EAP practitioners and praxis and the need to develop a sociological imagination to enhance knowledge and agency of practitioners. The contributions reveal the sociological foundations and commitments that underpin established theories in EAP, such as genre theories, systemic functional linguistics, and academic literacies. Each of these three major research streams in EAP is subject to critical analysis, linking each of these streams to the sociological commitments that underpin them. Finally, the book explores the social theories and approaches that have yet to make a full or significant impact on EAP research and practice, but would enable practitioners and researchers to understand educational contexts, texts, structures, culture(s), knowledge production and producers, and social agents with greater sociological clarity and sophistication. Topics covered include: social realism, legitimation code theory, critical realism, ethnography, feminism and Bourdieusian concepts for EAP. The overarching aim of this volume is to position social theory much more centrally to frameworks and conceptions of the (unstable and contested) knowledge-base for EAP practitioners and to promote a 'sociological imagination' among and for EAP practitioners.
Author: David Bloome Publisher: Routledge ISBN: 0429755740 Category : Education Languages : en Pages : 186
Book Description
Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.
Author: David Bloome Publisher: Routledge ISBN: 1000547744 Category : Education Languages : en Pages : 300
Book Description
This book provides a comprehensive introduction to the use of microethnographic discourse analysis for researching, theorizing, and reconceptualizing the uses of language and literacy in educational settings. The authors apply an ethnographic perspective to discourse analysis to emphasize how teachers and students use spoken and written language to construct knowledge, opportunities for learning, and social relationships. The authors demonstrate how microethnographic discourse analysis at different levels of scale can provide deeper understandings into the nuanced, complex social interactions and relationships that exist in and across educational contexts, including meaning-making, literacy practices, power relations, and the social construction of personhood. Each chapter offers philosophically and theoretically grounded principles for using microethnographic discourse analysis and example cases that reflect the principles presented. Ideal for researchers, teacher educators, and teachers, this essential text on discourse analysis, languaging, and literacy provides a grounding to further examine critical questions challenging educators.
Author: Jules Robbins Publisher: Bloomsbury Publishing ISBN: 1350262137 Category : Education Languages : en Pages : 241
Book Description
Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults. The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners' prior knowledge, and the need for alternative approaches to assessment.
Author: David Bloome
Author: David Bloome
Author: Brian V. Street
Author: Zsuzsa Millei (Ed)
Author: Dennis Sumara
Author: Rosalind Horowitz
Author: Jamie D. I. Duncan
Author: Alex Ding
Author: David Bloome
Author: David Bloome
Author: Jules Robbins