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In New Literacy Studies? Critical Approaches to Literacy in Theory and Practice
What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice Brian Street Kings College, London The Context and Background A rich vein of articles and books has recently addressed some critical issues in the field of New Literacy Studies, both in terms of theoretical perspectives and of their implications in educational and policy contexts. I address some of these critiques as a way of both updating NLS and of addressing its implications for practice. What has come to be termed the "New Literacy Studies" (NLS) (Gee, 1991; Street, 1996) represents a new tradition in considering the nature of literacy, focusing not so much on acquisition of skills, as in dominant approaches, but rather on what it means to think of literacy as a social practice (Street, 1985). This entails the recognition of multiple literacies, varying according to time and space, but also contested in relations of power. NLS, then, takes nothing for granted with respect to literacy and the social practices with which it becomes associated, problematizing what counts as literacy at any time and place and asking "whose literacies" are dominant and whose are marginalized or resistant. To address these issues ethnographically, literacy researchers have constructed a conceptual apparatus that both coins some new terms and gives new meanings to some old ones. My own work, for instance, begins with the notion of multiple literacies, which makes a distinction between "autonomous" and "ideological" models of literacy (Street, 1985) and develops a distinction between literacy events and literacy practices (Street, 1988). The standard view in many fields, from schooling to development programs, works from the assumption that literacy in itself--autonomously--will have effects on other social and cognitive practices. -
Children's Mathematics
8657pre.qxd 05/07/2006 08:24 Page i Children’s Mathematics 8657pre.qxd 05/07/2006 08:24 Page ii 8657pre.qxd 05/07/2006 08:24 Page iii Children’s Mathematics Making Marks, Making Meaning Second Edition Elizabeth Carruthers and Maulfry Worthington 8657pre.qxd 05/07/2006 08:24 Page iv ᭧ Elizabeth Carruthers and Maulfry Worthington 2006 First published 2006 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted, in any form or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. Paul Chapman Publishing A SAGE Publications Company 1 Oliver’s Yard London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 Library of Congress Control Number: 2006923703 A catalogue record for this book is available from the British Library ISBN 10 1-4129-2282-8 ISBN 13 978-1-4129-2282-1 ISBN 10 1-4129-2283-6 ISBN 13 978-1-4129-2283-8 (pbk) Typeset by Dorwyn, Wells, Somerset Printed in Great Britain by T.J. International, Padstow, Cornwall Printed on paper from sustainable resources 8657pre.qxd 05/07/2006 08:24 Page v Contents About the Authors ix Acknowledgements -
EDEE 375: Instructional Strategies for Emergent Literacies (01) ECTR 216 (01) Tue/Thur 9:25-10:40 (02)Tues/Thur: 10:50 A.M.-12:05
EDEE 375: Instructional Strategies for Emergent Literacies (01) ECTR 216 (01) Tue/Thur 9:25-10:40 (02)Tues/Thur: 10:50 a.m.-12:05 Instructor: Dr. Jennifer Barrett-Tatum Office: School of Education, 86 Wentworth St, Room 218 Contact information: [email protected] 865-405-8266 (cell-text before calling and during professional hours) 843-953-5821 (office) Please use email as a primary form of contact Office hours: Tuesday: 12:15 p.m.-2:45 p.m. Thursday: 1 to 3:30 p.m. Virtual office hours by appointment (Skype/FaceTime/Phone) M-F Required Readings: Vacca & Vacca (2014) Reading and Learning to Read (9th edition). Pearson. OAKS Readings Required technology: Digital Device (iPad, tablet of any kind, laptop) OAKS (all items receiving a grade must be turned in individually in Oaks) Word Understanding and use of digital applications such as Power Point, imovie, Voice Thread, or MovieMaker. www.kahoot.it.com Poll Everywhere Scope: This course provides a study of the fundamentals of literacy, including reading, writing, listening, speaking, viewing, and designing relevant to learners from Pre-K through 3rd grade. It emphasizes the literacy process, factors affecting that process, and the principles and skills involved in the development of literacy within young children. (NCATE 1, 2b, 3a-e; NAEYC/EC 1, 4, 4a-c & 3; ACEI 2.1) This course is intended to question what you know and to force you to be able to articulate what you learn about RECOMMENDED PRACTICE in literacy instruction. Course Outcomes: All teacher preparation programs in the School of Education (SOEHHP) are guided by a commitment to Making the Teaching Learning Connection through three Elements of Teacher Competency, which are at the heart of the SOEHHP Conceptual Framework: EDEE 375 Spring 2017 Page 2 (1) Understanding and valuing the learner (2) Knowing what and how to teach and assess and how to create an environment in which learning occurs (3) Understanding themselves as professionals. -
Cardinal Washington 0250E 20
© Copyright 2019 Alison Cardinal i How Literacy Flows and Comes to Matter: A Participatory Video Study Alison Cardinal A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Anis Bawarshi, Chair Emma Rose Juan Guerra Nancy Bou Ayash ii Program Authorized to Offer Degree: English University of Washington Abstract How Literacy Flows and Comes to Matter: A Participatory Video Study Alison Cardinal Chair of the Supervisory Committee: Professor Anis Bawarshi Department of English Using participatory video methods, an intersectional feminist methodology, this dissertation offers a visual portrait of how university students’ literate activity matters and moves. Drawing on the video and audio data 18 university students created over the course of four years, this study investigates how students’ literacies flow as they physically move across the shifting contexts of school, home, community, and work. Through video production, student collaborators showed how they create meaning and connection between and within unstable literate landscapes through their emergent material/discursive practices of writing, reading, communicating, and translating. This study also explores how these literacy flows are regulated iii and valued as they move and how the persons who use them come to matter. In this study, three key findings emerge: 1) Feminist and anti-oppressive research methods, such as participatory video, open up space for participants to negotiate their racial and gendered representations, giving them control over how they matter and what they create matters to the discipline 2) Through the process of filming, literacies emerge as mattering, both in how they materialize and hold personal significance. -
THEORY and PRACTICE in LITERACY and DEVELOPMENT Expenditure, a Drop of 40% Between 2010 and 2016/17, Indicate the Lack of Importance Placed on Literacy
Teory and Practice in Literacy and Development Teory and Practice in Literacy and Development Papers from the BALID Informal Literacy Discussions Edited by Juliet McCafery and Brian Street Uppingham Press on behalf of the British Association for Literacy in Development Uppingham Press Warren House, 68 Whiting Street, Bury St Edmunds, Suffolk IP33 1NR [email protected] The British Association for Literacy in Development c/o Feed the Minds, The Foundry, 17 Oval Way, London SE11 5RR United Kingdom http://balid.org.uk ISBN 978-0-9542114-8-6 First published in the United Kingdom 2016 Second edition 2017 Compilation © BALID 2016 Individual chapters © Individual contributors 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted by any means without prior permission from the British Association for Literacy in Development, [email protected] Dedicated to Brian Street Distinguished professor, inspirational scholar, teacher, mentor and friend Brian Street, co-editor of this book, sadly died shortly before the second edition was published. Brian challenged conventional thinking on literacy and championed a social and cultural practice approach. He was the President of BALID for many years and a committed participant in the BALID Informal Literacy Discussions, valuing the opportunity to engage in dialogue on literacy and to bridge the gap between research and practice, as exemplified in this book Contents I Policies Introduction 1 1. International Advocacy on Literacy and Development: 3 Challenges and Opportunities David Archer 2. Adult Literacy: Policies and Structures 13 Lalage Bown 3. Skills Development and Literacy for Adults: a Failed Experiment 20 Alan Rogers 4. -
Hidden Literacies
HIDDEN LITERACIES: Ethnographic studies of literacy and numeracy practices in Pakistan Rafat Nabi Alan Rogers Brian Street Uppingham Press: Bury St Edmunds 2009 Published by: Uppingham Press Warren House, 68 Whiting Street Bury St Edmunds Suffolk IP33 1NR [email protected] Printed by: www.abramis.co.uk © Uppingham Press 2009 First published 2009 ISBN 978-0-9542114-2-4 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. CONTENTS INTRODUCTION AND ACKNOWLEDGEMENTS: Rafat Nabi iii FOREWORD: Alan Rogers and Brian Street ix PART I: An Ethnographic Approach to Literacy and Numeracy: Alan Rogers and Brian Street 1 PART II: Case Studies: Rafat Nabi Introduction 23 Shazia, domestic servant 34 Rana, street beggar 46 Rozina the dyer 55 Amen Baba, vegetable and fruit seller 65 Zia the plumber 86 Shirin’s family 98 Sajid, bangle seller 110 PART III: Some Important Findings: Rafat Nabi, Alan Rogers and Brian Street 129 iii Dedication I dedicate this book to my father, mother and David Kahler, my guru. iv INTRODUCTION Rafat Nabi In 2007, I came to the University of East Anglia to work with Professor Alan Rogers and Professor Brian Street. The main purpose was to write a book on Adult Literacy from a practitioner’s point of view, in the light of my field experience. I have been in the field of Education and Adult Literacy for twenty years. I always felt some unease with the Adult Literacy Programmes that we were running and was intrigued to find out what the users felt about these programmes, and to solicit suggestions about how the participants thought that the programmes could be improved. -
ICT in the Early Years (Learning and Teaching with Information
ITC IN THE EARLY YEARS Mary Hayes and David Whitebread ● How can computers and other ICT applications be most effectively used to support learning in early years settings? ● Why is it important that young children use ICT in ways which are O playful, creative and explorative? ● What research has been carried out about young children using computers and ICT, and what does this tell us? PEN ICT in the Early Years carefully considers the potential of ICT to provide opportunities for young children to learn through playful and creative activities, examining research and practice in relation to the educational uses of ICT with young children. The book raises important issues about teaching in the early years using ICT, such as giving pupils control, co-operative working, access and assessment. U In addition, it: McGraw - HillMcGraw Education ● Recounts recent research evidence ● NIVERSITY Provides practical ideas for early years teachers ● Provokes debate about the future of ICT in early years education The book’s focus is on research outcomes, viewed through discussion of practical classroom approaches, with the pupil viewed as a competent learner and assessor. Emphasis is placed on creative and playful aspects of ICT, with the child as an active agent authoring, experimenting, and creating, rather than passively receiving. ICT in the Early Years is essential reading for teachers and teachers in training, and is also of use to other associated professionals, such as classroom assistants, home educators and nursery teachers. Parents with an interest in the use of technology in education will also find the book of genuine interest. -
Synthetic Phonics and the Teaching of Reading: the Debate Surrounding England’S ‘Rose Report’ Dominic Wyse and Morag Styles
Literacy Volume 41 Number 1 April 2007 35 Synthetic phonics and the teaching of reading: the debate surrounding England’s ‘Rose Report’ Dominic Wyse and Morag Styles Abstract of words (i.e., onsets, rimes, phonogrammes, spelling patterns) as well as phonemes. The Rose Report, commissioned by the Secretary of State for Education for England, recommended in During the 1980s and early 1990s in the United March 2006 that early reading instruction must include Kingdom, influential ideas about English teaching synthetic phonics. This paper evaluates the extent to came from intellectual teachers and scholars, whose which research evidence supports this recommenda- work had vision as well as professional and academic tion. In particular, a review of international research into the teaching of early reading shows that the Rose credibility. These intellectuals included Margaret Meek Report’s main recommendation on synthetic phonics (1982), Connie Rosen and Harold Rosen (1973), James contradicts the powerful body of evidence accumu- Britton (1970), Douglas Barnes (1976) and Brian Street lated over the last 30 years. In this paper it is argued (1984). The influence of American socio-cultural that action already taken by the UK government theorists such as Shirley Brice Heath (1983) was also to change the National Curriculum in line with the strong. Rose Report’s recommendations represents a change in pedagogy not justified by research. 1997 marked the introduction of the National Literacy Strategy (NLS) Framework for Teaching (Department for Key words: literacy policy, literacy research, phonics, Education and Employment (DfEE), 1998). The Frame- reading teaching, synthetic phonics work was a comprehensive document that specified the detailed objectives of literacy teaching for primary classes in England, together with a set format for Background lessons. -
Peer Dialogue at Literacy Centers in One First-Grade Classroom
PEER DIALOGUE AT LITERACY CENTERS IN ONE FIRST-GRADE CLASSROOM DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By A. Caroline Maurer, M.Ed. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Rebecca Kantor, Co-Advisor _______________________ Co-Advisor College of Education Professor Brian Edmiston, Co-Advisor Professor Jeane Copenhaver-Johnson _______________________ Co-Advisor College of Education ABSTRACT Pressley, Rankin, and Yokoi (2000) reported that 85% of first grade teachers nominated by supervisors as being effective in promoting literacy used literacy-learning centers. Using ethnographic methodologies, this naturalistic, qualitative study focused on the role of peer dialogue at literacy centers and how it supports the construction of literacy learning in a first-grade classroom. Classroom observations, including audio tapings, video recordings, artifact collections, and interviews with children allowed an in- depth investigation into how peer dialogue at literacy centers and an art center support children's literacy learning. In addition, the types of peer interactions in which children engage, and how children create and use psychological tools to promote literacy learning was explored. A total of 50 hours of peer dialogue was collected, transcribed and analyzed using the philosophy of coding analysis. Using the social cultural constructivist theory posited by Vygotsky (1978), and research theories of Dyson (1993), the peer dialogue at the intersection of the unofficial social world of children and the official school world of children were analyzed to determine how peer dialogue supported literacy learning. Findings indicated that 47 of the 79 first-grade indicators from the Ohio Academic Content Standards for English Language Arts were utilized and strengthened through peer dialogue. -
What Do Computer Games Have to Do with Libraries and Learning?
What do computer games have to do with Libraries and learning? How to engage and connect learners of different age groups and with different interests using computer games as the vehicle for learning. Marie O’Brien Manager Library Services ELTHAM College of Education Australia Two teachers have undertaken a project in which year five and six students design computer games and year ten to twelve students build them. The younger students are taught basic flow diagram techniques and thus patterns of logic. They then select a topic of personal interest for their game design. The game is in the form of a quest for the player and must contain material that has been researched using Library resources. The complete, fully documented game designs are passed to the senior Information Technology students who produce them. All students are fully and formally accredited for their work. Introduction Games have been played for as long as human kind has existed and have been used in educational settings for many years as a means of engaging students with learning. In the latter half of the 20th century computer games began to appear in the public arena at a time when advances in technology saw the advent of the microchip, and the subsequent emergence of the personal computer onto the world market. Since then computer programmers have progressed from being generic programmers to working in specialized areas of programming, one of which is gaming. “Since the invention of computers, computer games have been a popular form of entertainment. Children and adults have enjoyed playing computer games and do so now on a massive scale” (Denny). -
"Good English": Literacy and Institutional Systems at a Community Literacy Organization
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Dissertations, Theses, and Student Research: Department of English English, Department of Spring 2010 "Good English": Literacy and Institutional Systems at a Community Literacy Organization Charise G. Alexander University of Nebraska at Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/englishdiss Part of the Other English Language and Literature Commons, and the Reading and Language Commons Alexander, Charise G., ""Good English": Literacy and Institutional Systems at a Community Literacy Organization" (2010). Dissertations, Theses, and Student Research: Department of English. 25. https://digitalcommons.unl.edu/englishdiss/25 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Dissertations, Theses, and Student Research: Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. “Good English”: Literacy and Institutional Systems at a Community Literacy Organization By Charise G. Alexander A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: English Under the Supervision of Professor Frances V. Condon Lincoln, Nebraska May, 2010 “GOOD ENGLISH”: LITERACY AND INSTITUTIONAL SYSTEMS AT A COMMUNITY LITERACY ORGANIZATION Charise G. Alexander, M.A. University of Nebraska, 2010 Adviser: Professor Frances Condon Abstract: This thesis explores the impact of institutions and the systems and communities of which they are a part on literacy instruction, practices, and rhetoric at a community literacy organization in Lincoln, Nebraska. A majority of students served by this organization are adult English Language Learners, many of whom receive instruction from volunteer tutors. -
Copyrighted Material
JWST465-IND JWST465-Wang Printer: June 11, 2014 12:35 Trim: 244mm × 170mm Index abstract words, 327 Apel, K., 193 Batshaw, M. L., 170 academic language, 7–8, 11, apprenticeship, 200 Bauer, D. J., 45 see also academic language appropriate, 201 Bear,D.R.,204 register aptitude, 231–232 Beck, I. L., 204–207 academic language register, 201 Archibald, L. M. D., 127 Becker,J.A.,48 academic literacy, 7–8, 198–9, Ashmore, R. A., 196 behaviorist perspective/theory, 221, 303, 307, 333–4, 342, Aslin,R.N.,68 379–380 361 augmentative and alternative Benko, S. L., 312, 313, 353 accountable talk, 310 communication (AAC), Berk, L. E., 82, 293 acquisition/learning hypothesis, 169–170 Berko, J., 76 389 autism spectrum disorder (ASD), Berman,R.A.,189 Acredolo, L., 87, 139 2, 147, 152, 261 Bernardini, P., 387 Adams, M. J., 53 autobiographical memory, 265, Bertelson, P., 152, 261 adverbial conjuncts, 297–8 281 Bhatia, T. K., 115, 122, 142 adverbial disjuncts, 297 automaticity, 240 Bialystok, E., 51, 53, 54, 113, affective filter hypothesis, 390 avoidance strategy, 323 116, 126, 134, 238 affective filters, 233 Biancarosa, C., 313, 314 affricates/affricatives, 124 Baba, J., 330, 331, 353 Bickerton, D., 37, 39 African American English (AAE), babble, 70, 122 bidialect, 301–303, 316, 317 87, 199, 301 baby talk, see motherese bilingual first language acquisition agency, 383 Baker, C., 113, 120, 131, 388, (BFLA), 55, 114, 142 Aitchison, J., 75 389 Bishop, D. V. M., 29, 147, 154, Alfassi, M., 210 Baker, S. E., 55 155 Alfieri, L., 307 Ball, A.