Literacy Books

Book SynopsisInnovations and Challenges in Digital Literacies questions whether the current theoretical frameworks and pedagogical practices around digital literacies are sufficient to confront the technological, social and political crises around digital media that we are experiencing today.Drawing on extensive research in digital literacies, discourse analysis, and sociotechnical systems, Jones reimagines digital literacies not simply as skills for making meaning and navigating information but as a more holistic project of figuring out how to âfixâ what is âbrokenâ about the internet and our broader societies. The book focuses on seven key âsites of repairââaction, attention, affect, affinity, visibility, truth, and humanityâ each site offering insights into how agency, emotions, relationships, knowledge, and âintelligenceâ emerge through our entanglements with digital technologies. Digital Literacies aims to provoke debate about how we define digital literacies in an age of political polarisation and rapid technological change. It provides powerful tools for teaching, learning, and living more ethically with digital media.With this book, Jones invites readers to see themselves not just as users of digital technology, but as fixers of broken systemsâand caretakers of our increasingly fragile world. This approach provides a framework for educators, students, and researchers to collaboratively develop practical strategies to challenge the logics of technological and social systems, cultivating new literacies for an age of online misinformation, algorithmic governance, and generative AI.

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Book SynopsisOffers a new way to get students of all reading levels to independently read informational texts with more effort, attention, and stamina. In order to prepare students for the reading demands of high school, it is essential that we provide scaffolding for the habits of mind required to read this genre at a high level and the motivation to do so.

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Book SynopsisFocuses on the narratives, scholarly lives, pedagogies, and educational activism of established and emerging Latina leaders in K-16 educational environments. As the first edited collection foregrounding the voices of Latina educators, this volume highlights the ways in which these leaders shape educational practices.Trade ReviewThese authors have collectively responded to multiple, intersecting issues facing Latina educators, students, and activists with brilliance, nuance, care/love, and rigor. They have accomplished the task of highlighting the often unseen, overlooked, and undervalued labor and intellectual legacies of Latinas in education. Currently, there is not enough published in mainstream university presses and academic journals which engages these kinds of Latina perspectives, especially in their varied forms, something this volume accomplishes in no uncertain terms.

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Book SynopsisThis study provides an accessible overview of the range of reading spaces in modern Japan, and the evolution thereof from a historical perspective. It considers the transformation of public reading spaces, explaining how socio-economic factors and changing notions of space informed reading practices from the early modern era to the present.Table of Contents1. Introduction; 2. Kanda-Jinbōchō: Tokyo's Book Town; 3. The Ongoing Transformation of Public Reading Spaces; 4. Virtual Reading Spaces; 5. Conclusion.

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Book SynopsisIntroduces the workings and uses of Egyptian hieroglyphs, the various degrees of cultural knowledge of their makers and most importantly the influence hieroglyphs had on other scripts and notations in antiquity.Table of Contents1. Introduction; 2. Hieroglyphs, hieratic and Demotic: the work of specialists; 3. Putting up barriers: hyper-specialist writing; 4. Limited understanding and creative use of hieroglyphs; 5. Hieroglyphs abroad: non-Egyptian notations and scripts inspired by hieroglyphs; 6. Conclusion; References.

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Book SynopsisThis book provides everything STEM teachers need to use graphic novels in order to engage students, explain difficult concepts, and enrich learning. Drawing upon the latest educational research and over 60 years of combined teaching experience, the authors describe the multimodal affordances and constraints of each element of the STEM curriculum. Useful for new and seasoned teachers alike, the chapters provide practical guidance for teaching with graphic novels, with a section each for Science, Technology, Engineering, and Mathematics. An appendix provides nearly 100 short reviews of graphic novels arranged by topic, such as cryptography, evolution, computer coding, skyscraper design, nuclear physics, auto repair, meteorology, and human physiology, allowing the teacher to find multiple graphic novels to enhance almost any unit. These include graphic novel biographies of Stephen Hawking, Jane Goodall, Alan Turing, Rosalind Franklin, as well as popular titles such as T-Minus by JiTrade ReviewNever has there been more interest in teaching STEM or teaching with graphic novels. This book marries the two together in a clear and interesting way. This is a great resource for pre-service and in-service teachers. -- Jung Kim, Professor of Reading & Literacy, Lewis University, USAAn engaging and novel approach to STEM learning, designed to support better science literacy practices in school students. -- Christine Harrison, Professor of Science Education, King’s College London, UKTable of ContentsList of Figures Foreword, Jay Hosler Acknowledgements 1. What Research Tells us about Teaching Science, Technology, Engineering, and Mathematics with Graphic Novels 2. Teaching Life Science and Earth Science with Graphic Novels 3. Teaching Physical Science with Graphic Novels 4. Teaching Technology with Graphic Novels 5. Using Graphic Novels to Teach Engineering 6. Teaching Mathematics with Graphic Novels 7. Unanswered Questions and Concluding Thoughts Appendix: List of STEM Graphic Novels References Notes Index

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Book SynopsisFor decades early childhood educators in high-quality programs have understood that the transition into reading and writing occurs naturally when young children are surrounded by opportunities to interact with print in ways that are meaningful to them. The original edition of More Than Letters, first published in 2001, showed teachers how to intentionally help children develop literacy skills through hands-on, play-based activities. Like the original edition, the Standards Edition is based on theory and research. It contains new chapters that specifically focus on developing the skills needed to decode literature and informational text. Expanded chapters include activities that target specific concepts included in national literacy standards.

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Book SynopsisIn Start with Joy: Designing Literacy Learning for Student Happiness, author Katie Cunningham links what we know from the science of happiness with what we know about effective literacy instruction. When given a choice about what to write, children express hopes, fears, and reactions to life's experiences. Literacy learning is full of opportunities for students to learn tools to live a happy life. Inside, you'll find: Seven Pillars: Cunningham discusses the seven pillars that guide her classrooms and are involved in each literacy lesson'sConnection, Choice, Challenge, Play, Story, Discovery, and Movement. Ten Invitations: Designed for teachers to improvise and make their own, these ten lessons may be presented at any time of year in the context of any unit and include children's literature suggestions as well as recommended teacher talk to meet children's specific needs. Teaching Tools: Tools and resources that will help students tell their stories and make literacy learning something all students celebrate and cherish. This book honors the adventure that learning is meant to be and aims to make happiness more tangible in the classroom. By infusing school days with happiness, teachers can support children as they become stronger readers, writers, and thinkers, while also helping them learn that strength comes from challenge, and joy comes from leading a purposeful life.Trade Review“An insightful guide full of stories and research to promote the contentment of children in the classroom. Cunningham’s book about happiness and advocacy for a mind-body connection is more relevant now than ever before!” —Michael J. Hynes, Superintendent of Schools, Patchogue-Medford School District"In Start with Joy, Katie Cunningham shows readers how you can nourish happiness while still maintaining high literacy standards and getting the results you want—happy students who are readers, writers, and effective communicators. It's a win-win for all." —Jennifer Allen, author of Becoming a Literacy Leader, Second Edition“This book is beautifully written to help teachers visualize what true student happiness looks, sounds, and feels like. After reading Katie’s suggestions, teachers will have a clear pathway for what they can try tomorrow to increase happiness levels. What I love most is that this is not one more thing to fit into the day—it is framed as ways of being with children that can be incorporated into what all teachers are already doing. My hope is that every single student has a teacher who designs with happiness as the main objective and I am grateful that there is now a place to turn to for ideas and support.” —Gravity Goldberg, author of Teach Like Yourself: How Authentic Teaching Transforms Our Students and Ourselves “This is the book I have been waiting for. Teaching is more than a profession; it is a way of life. Teachers and students alike need to live and learn with greater happiness and joy. With some ‘self-literacy’ strategies as a key goal in every lesson, Katie shows us how to make connections with our learning and with others in more meaningful ways. I believe that connection is at the heart of happiness, and I believe this book is an invaluable tool to help us achieve it.” —Paula Bourque, author of Spark: Quick Writes to Kindle Hearts and Minds in Elementary Classrooms “If anyone knows how to cultivate a ‘culture of happiness’ in the classroom, it’s Katie. In Start with Joy, she challenges educators to ‘prioritize happiness’ by embracing the seven main pillars she’s developed through her extensive research that, used alongside culturally sustaining practices and attention to students’ hearts, minds, and bodies, will ultimately lead to more joyful, playful, and purposeful classroom experiences for all.” —Shawna Coppola, author of Renew: Become a Better and More Authentic Writing Teacher “Katie Cunningham proposes in her new book, Start with Joy, that by teaching in ways that value the heart of our humanity—connection, choice, challenge, play, story, discovery, and movement—we pave the pathway to help students become stronger readers and writers. Katie’s book offers readers inspired ideas, compelling research, and a treasure trove of rich, carefully selected children’s literature recommendations to give us a sensible, refreshing road map for breathing life back into our literacy classrooms.” —Jan Burkins and Kim Yaris, authors of Who’s Doing the Work? How to Say Less So Readers Can Do More “In Start With Joy, Katie Cunningham draws on a robust body of research to prove that happiness should be cultivated, observed, and reinforced. By reflecting on the stories, accomplishments, and relationships that bring them joy, students can rely on their own resources rather than outside factors in order to feel happy. Finding boundless happiness in her work with children and teachers, she offers a road map for inviting joy into all literacy learning. When building a collection of teacher resources, start with Cunningham!” —Suzanne Farrell Smith, author of The Writing Shop: Putting 'Shop' Back in Writing Workshop "A while ago, a few friends and I discussed what we hoped for in life. After much discussion, we all came to the conclusion that we hope for happiness for ourselves, our loved ones, our students, and each other. So, when I sat down to read Start with Joy! I was thrilled! In our increasingly standards-based, testing-focused, stress-inducing school system, happiness is typically neither prioritized nor valued. Enter Katie's beautiful call to action. Katie’s Seven Pillars will benefit all teachers and students in all classrooms by bringing the focus back to happiness without sacrificing literacy learning. In fact, her practical suggestions and invitations will enhance literacy learning in classrooms- I know it will in mine! I look forward to turning to this text again and again in my work with both students and teachers." —Christina Nosek, co-author of To Know and Nurture a Reader: Conferring with Confidence and Joy”Table of ContentsChapter 1: Why Happiness? Why Now?; Part 1: Happiness Pillars; Chapter 2: Connection; Chapter 3: Choice; Chapter 4: Challenge; Chapter 5: Play; Chapter 6: Story; Chapter 7: Discovery; Chapter 8: Movement; Chapter 9: Becoming a Designer; Part 2: Invitations; Invitation 1: The Best Part of Me; Invitation 2: What Do I Notice and Wonder (About Me?); Invitation 3: What Makes Me Feel Strong?; Invitation 4: Power Poses; Invitation 5: Closely Reading Characters to Closely Read Me and You; Invitation 6: I Am, I Can, I Did; Invitation 7: Hmm . . . Yes, And; Yes, But; No, Because; Invitation 8: Three Good Things; Invitation 9: Asking Questions Gets Us to Better Questions; Invitation 10: Listening with Love

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Book SynopsisThis book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.Trade ReviewMuch of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. * Jane Arnold, University of Seville, Spain *In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! * Ana Maria F. Barcelos, Federal University of Viçosa, Brazil *As someone who both lives and works in a Turkish speaking environment, and still suffers from LA even after 30 years, I felt like a patient listening to his doctor. I found this title most enlightening, especially in relation to identifying and treating its symptoms. I would certainly recommend adding this title to reading lists for courses at all higher levels of teacher development. I feel participants would be made much more aware of both causes and effects of LA. They would also of course be more knowledgeable in how to deal with such matters in a professional manner. -- Wayne Trotman, İzmir Kâtip Çelebi University, Turkey * EL Gazette, October 2017 *This collection is recommended to anyone interested in learning about the latest progress of LA. Importantly, it can also be used as a reference for researchers to learn how to do LA research in the new dynamic era. -- Honggang Liu, Northeast Normal University, China * ELT Journal 2018 *Table of Contents1. Mark Daubney, Jean-Marc Dewaele and Christina Gkonou: Introduction Part 1: Theoretical Insights 2. Peter D. Macintyre: An Overview of Language Anxiety Research and Trends in Its Development 3. Elaine Horwitz: On the Misreading Of Horwitz, Horwitz, and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners Part 2: Empirical Investigations 4. Erdi Şimşek and Zoltán Dörnyei: Anxiety and L2 Self-Images: The ‘Anxious Self’ 5. Jean-Marc Dewaele: Are Perfectionists More Anxious Foreign Language Learners and Users? 6. Jim King and Lesley Smith: Social Anxiety and Silence in Japan’s Tertiary Foreign Language Classrooms 7. Tammy Gregersen, Peter D. Macintyre and Tucker Olson: Do You See What I Feel? An Idiodynamic Assessment of Expert and Peer’s Reading of Nonverbal Language Anxiety Cues 8. Christina Gkonou: Towards an Ecological Understanding of Language Anxiety 9. Zsuzsa Tóth: Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners’ Communication Experiences in the Target Language: A Study of High- Vs. Low-Anxious Learners Part 3: Implications for Practice 10. Rebecca L. Oxford: Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology 11. Fernando D. Rubio-Alcalá: The Links between Self-Esteem and Language Anxiety and Implications for the Classroom 12. Christina Gkonou, Jean-Marc Dewaele and Mark Daubney: Conclusion

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Book SynopsisThis book provides a critical account of the development of questions, approaches, methods, and understandings of literacy within and across disciplines and interdisciplines. It provides a critique of literacy studies, including the New Literacy Studies. This book completes a series that the author began in the 1970s. It criticizes and revises the New Literacy Studies and how we think about literacy generally. It is a revisionist study which argues that literacy and literacy studies are historical developments and must be understood in those terms to comprehend their profound impact on our traditions of thinking about and understanding literacy, and how we study it. Graff argues that literacy studies in its academic, institutional, and policy forums, but also in popular parlance, has lost its critical foundations, and this hinders efforts to promote literacy. He examines literacy over time and across linguistics; anthropology; psychology; reading and writing across modes of communication and comprehension; “new” literacies across digital, visual, performance, numerical, and scientific domains; and history. He underscores the value of new directions of negotiation and translation. This book will interest scholars and students in the many fields that constitute literacy studies across the humanities, social sciences, education, and beyond. Table of ContentsPart 1. Searching for Literacy Studies.1. Back to Basics.2. Linguistics: Between Orality and Writing.3. Anthropology: Reading and Writing from Pictographs to Ethnography.4. Psychology: Between Mind and Culture.5. Literature and Composition: Reading and Writing Revised.6. Many Literacies, Other Visions: Digital, Visual, Science, Numbers, Performance.7. Historicizing Literacy and Literacy Studies: Axioms and Lessons.8. Epilogue: Many Pasts, Many Futures.Part 2. 2021: Looking Forward and Backward.9. The New Literacy Studies and the Resurgent Literacy Myth.10. Literacy, Politics, Culture, and Society: The New Illiteracy and the Banning of Books, Past and Present.11. The Economic Debasement of Literacy: The Misrepresentation and Marketing of “Financial Literacy”.

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Book SynopsisThis book illustrates the use of ethnography as an analytical approach to investigate academic writing, and provides critical insights into how academic writing research can benefit from the use of ethnographic methods. Throughout its six theoretical and practice-oriented studies, together with the introductory chapter, foreword and afterword, ethnography-related concepts like thick description, deep theorizing, participatory research, research reflexivity or ethics are discussed against the affordances of ethnography for the study of academic writing. The book is key reading for scholars, researchers and instructors in the areas of applied linguistics, academic writing, academic literacies and genre studies. It will also be useful to those lecturers and postgraduate students working in English for Academic Purposes and disciplinary writing. The volume provides ethnographically-oriented researchers with clear pointers about how to incorporate the telling of the inside story into their traditional main role as observers.Winner of the 9th edition of the AELFE's Enrique Alcaraz Research Award

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Dimensions: 65x210mm (Cards)The website shows the VAT inclusive price. The price before VAT is 89.99.This complete set of word cards and tricky word cards for Year 1 provides children with the opportunity to practise reading words at their level and develop fluency. Contains 842 words.Supplied as individual cards and organised in teaching order for ease of use.

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Book SynopsisThe Most Reasonable Answer is an innovative and comprehensive guide to using inquiry dialogue—a type of text-based classroom discussion featuring big, contested questions that has been shown to improve higher-order thinking and augment literacy. Based on years of research and work in nearly fifty classrooms, the book supports teachers in facilitating this type of classroom talk in upper-elementary grades, when children are developmentally ready to practice making rigorous, reasoned arguments based on evidence—a critical life skill.Reznitskaya and Wilkinson introduce a robust Argumentation Rating Tool, a rubric highlighting eleven strategies and corresponding talk moves that can be used by teachers and students to improve the quality of their arguments by clarifying meaning, considering alternative perspectives, and connecting ideas. The authors also include annotated transcripts that illustrate how teachers can effectively facilitate whole-group and small-group discussions using fiction, nonfiction, and multimodal texts.Packed with a rich array of field-tested resources, The Most Reasonable Answer is an essential resource for educators looking for new ways to teach critical thinking skills and engage students in high-quality discourse.

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Book SynopsisPM is a firm favourite amongst Primary Schools due to its reputation for reading success. Offering over 800 carefully levelled fiction and non-fiction books, PM builds confidence through gradual progression and step-by-step support.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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Book SynopsisPM is a firm favourite amongst Primary Schools due to its reputation for reading success. Offering over 800 carefully levelled fiction and non-fiction books, PM builds confidence through gradual progression and step-by-step support.

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Book Synopsis

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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