Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing.
Author: Richard Andrews
Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing – not frames in themselves – provides a creative and critical approach to English as a subject. Re-framing Literacy breaks new ground in the language arts/literacy field, integrating arts-based and sociologically based conceptions of the subject. The theory of rhetoric the book describes and which provides its overarching theory is dialogic, political, and liberating. Pedagogically, the text works inductively, from examples up toward theory: starting with visuals and moving back and forth between text and image; exploring multimodality; and engaging in the transformations of text and image that are at the heart of learning in English and the language arts. Structured like a teaching course, it is designed to excite and involve readers and lead them toward high-level and useful theory in the field. Offering an authoritative, clear guide to a complex field, it is widely appropriate for pre-service and in-service courses globally in English and language arts education.
FOREWORD TO REFRAMING FINANCIAL LITERACY: EXPLORING THE VALUE
OF SOCIAL CURRENCY Mark C. Schug Reframing Financial ... Financial literacy
has become an important national and international education priority. In light ...
Author: Thomas A. Lucey
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.
Employing the lens of Đ“critical sociocultural research, Đ” 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, ...
Author: Cynthia Lewis
Employing the lens of Đ“critical sociocultural research, Đ” 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 tha.
This project was intended to build on the achievements of the NWT Literacy Council in providing training and support to family and community literacy providers.
This project was intended to build on the achievements of the NWT Literacy Council in providing training and support to family and community literacy providers. It aimed to reframe our approach to training and support in the Northwest Territories by examining the feasibility of creating an online learning environment using new technologies, in particular a Web 2.0 platform. This platform allows interactive information sharing, interoperability, user-centered design and collaboration using the World Wide Web.
The candidate's portfolio for this course should reflect the student teaching
experience and also showcase their talents as future literacy educators . A health
education candidate enrolled in one of this author's LTED 330 FOCUS : Reading
Author: Julie D. Rainer
Publisher: Rowman & Littlefield Education
What is a constructivist teacher and what do they do? This collection of essays will answer these questions as well as suggest specific ways to become or rejuvenate oneself using this approach. Constructivist teachers 'walk the talk' along seven dimensions: learning and development; authority and facilitation; action and reflection; autonomy and community; process and content; power and empowerment; critical thinking and multiple perspectives. While these behaviors may at first appear to be opposites, the key is achieving balance among them. Essays are organized around these themes and the conclusions support interdisciplinary content, reflection, and life-long learning.
Tracing Authoritative and Internally Persuasive Discourses . In Writing /
Discplinarity : A Sociohistoric Account of Literate Activity in the Academy ( pp .
215-246 ) . Mahwah , N.J .: Lawrence Erlbaum Associates . Rabinowitz , P. (
1987 ) . Before ...
Author: Michael B. Sherry
Recitations and discussions are two types of interactions which have long been of interest to researchers who study classroom discourse in secondary English and Social Studies. According to research, teachers control the discourse during recitations through "inauthentic" questions requiring pre-specified answers. In contrast, discussions involve shared control and include "authentic" questions allowing multiple interpretations. This research has described recitations and discussions as opposites. Moreover, recitations and discussions have primarily been distinguished by who speaks and how many answers are possible. In defining these interactions in terms of stable categories and a multiplicity of voices and interpretations, little attention has been paid to dynamic relationships created through discourse during these interactions: If recitations appear to be so persistent, how might they be "reframed" as discussions through negotiation of the roles, relationships, and responses that are possible and appropriate in an interaction? If discussions involve not only expressing multiple opinions but also engaging with texts and responding to others' perspectives, how do speakers relate their experiences to the topic and build on others' contributions? My dissertation addressed discussions in terms of dynamic, discursive relationships through sociolinguistic discourse analysis of field notes, class transcripts, written reflections, and interviews on 28 lessons over one year in an urban 10th grade English class, a suburban 9th grade Social Studies class, and a rural 12th grade Composition class. Based on this research, I make the following claims. Recitations and discussions are not stable discourse patterns determined by individual speakers or individual turns in conversation. In contrast with prior English and Social Studies education research, the teacher's intended purpose did not necessarily determine the nature of the interaction, and inauthentic/authentic questions were not necessarily indicators of recitations/discussions. Rather, the discourse seemed to depend on how the interactional frame could be (re)negotiated among teacher and students. Recitations were reframed as discussions by relating students to the topic through "animation" and by relating different opinions to each other via "double voicing." "Animation" that cast students as figures in a historical/literary event reframed recitations as discussions by describing the topic as one with which students could identify. This finding adds to English and Social Studies education research on how envisionment of story worlds can increase students' comprehension/engagement and on how imagining themselves into events can increase students' empathy/authority. "Double voicing" students' comments reframed recitations as discussions by repeating what others had said in ways that provoked debate. This finding adds to English and Social Studies education research on how asking questions about what others have just said can contribute to discussion and on how interpretive questions encourage debate. Discussions can depend on the framing of other classroom interactions. Activities that preceded and followed discussions, in these data, shaped the frame for discussions. The framing of similar activities among teacher and students during previous classes shaped the frame for discussions. Repeated renegotiation of the frame led to emergence of genres, or types, of discussions. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Based on an ethnographic study involving three families who live on a Midlands council housing estate, this book presents portraits of everyday lives - and the literacy practices that are part of them - as a way to explore the complex ...
Author: Susan Jones
Based on an ethnographic study involving three families who live on a Midlands council housing estate, this book presents portraits of everyday lives - and the literacy practices that are part of them - as a way to explore the complex relationship between literacy and social justice. Each portrait focuses on a different aspect of literacy in everyday life: drawing on perspectives offered by the long and diverse tradition of literacy studies, each is followed by discussion of a different way of looking at literacy and what this means for social justice. The lens of literacy allows us to see the challenges faced by many families and communities as a result of social policy, and how a narrow view of literacy is often implicated within these challenges. It also illustrates the ways in which literacy practices are powerful resources in the creative and collaborative navigation of everyday lives. Arguing for the importance of looking carefully at everyday literacy in order to understand the intertwining factors that threaten justice, this book positions literary research and education as central to the struggle for wider social change. It will be of interest and value to researchers, educators and students of literacy for social justice.
хуі Adolescent Literacy Applebee , A. , & Langer , J. ( 2006 ) . ... Retrieved on July
3 , 2007 , from http://nces.ed.gov/nationsreportcard/reading/ 2. ... Re - framing
adolescent literacy research for new times : Studying youth as a resource .
Author: Sara B. Kajder
Publisher: National Council of Teachers
This book is about the teaching practices that technology enables. It addresses the ways in which teachers and students work together to navigate continuous change and what it means to read, write, view, listen, and communicate in the twenty-first century. The author offers solutions for connecting these activities with the literacy practices required by classroom curricula.
RE - FRAMING HOW WE VIEW LITERACY I want to come back now to the
theoretical level to discuss how shifts at the level of theory might re - frame how
we view the literacy issues . Both policy , and as a consequence , practice and
Author: Martin N. Nakata
Some thoughts on the literacy issues in indigenous contexts.
Information lieracy instructors are facing new challenges in a changing information environment, largely from navigating differences between established best practices and student expectations for research processes. the purpose of this ...
Author: Emily K. Miller
Information lieracy instructors are facing new challenges in a changing information environment, largely from navigating differences between established best practices and student expectations for research processes. the purpose of this study was to establish how information literacy instruction includes each element of the five-component information system framework used in MIS. This application was based on information aggregated from books, articles, and studies in both MIS and LIS disciplines, and provides a foundation for future cross-disciplinary stuyd and knowledge tranfer for modernizaing information literacy instruction for undergraduate students.
Author: Kirsten Drotner
Publisher: Cambridge Scholars Pub
The book provides an engaging overview of the ways in which digital media impact on current understandings of informal learning, and it offes a range of grounded studies of the changing relations between digital media and informal learning processes with a particular focus on young people. A variety of international scholars examine these processes across a number of sites and settings, from Japan to Finland and the USA, and they discuss their implications for education, ICT and media. The volume is an ideal resource for graduate students as well as for practitioners and policy-makers.