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Book SynopsisFor the first time, the story of how and why we have plumbed the mysteries of reading, and why it matters today. Reading is perhaps the essential practice of modern civilization. For centuries, it has been seen as key to both personal fulfillment and social progress, and millions today depend on it to participate fully in our society. Yet, at its heart, reading is a surprisingly elusive practice. This book tells for the first time the story of how American scientists and others have sought to understand reading, and, by understanding it, to improve how people do it. Starting around 1900, researchersconvinced of the urgent need to comprehend a practice central to industrial democracybegan to devise instruments and experiments to investigate what happened to people when they read. They traced how a good reader's eyes moved across a page of printed characters, and they asked how their mind apprehended meanings as they did so. In schools across the country, millions of Americans leaTrade Review"Although there have been countless books written on the history of printing, there have been far fewer, curiously, on the history of reading. Johns is a distinguished historian at the University of Chicago; having written extensively about the culture of print (his Nature of the Book is a classic in this genre), he now turns his attention to understanding the science of how we read. . . . [He shows] how the production of books, and the practice of reading in the past have been dramatically influential. What happens next, how society will be transformed when algorithms do more reading than humans, is a phenomenon we are about to discover." -- Richard Ovenden * Financial Times *"If you’ve been following the debates on the 'science of reading' over the past several years, prepare to be surprised when you delve into Johns’s recent book on the subject. In its current incarnation, the term 'science of reading' is primarily used to refer to a substantial body of research showing that many children—perhaps most—are likely to experience reading difficulties unless they receive systematic instruction in phonics and other foundational reading skills in the early years of schooling. . . . The revelation in Johns’s book is that throughout most of the twentieth century the contemporaneous science of reading was firmly on the side of whole language. Johns, a professor of intellectual history at the University of Chicago, spends almost the entirety of his 500-page book on that era. For a reader whose understanding of the subject has been formed in the recent past, the result is a topsy-turvy, Alice-in-Wonderland experience. . . . A useful reminder that science can change radically over time." -- Natalie Wexler, author of "The Knowledge Gap: The Hidden Cause of America's Broken Education System--And How to Fix It" * Education Next *"Starting in the 1880s with US psychologist James Cattell, the experimental study of reading dealt in extremes, notes information historian Johns in his intriguing analysis. Researchers devised mechanical ways to measure quantities that were nearly imperceptible, such as pauses in motion as an eye scans prose. Yet they were certain that the work had vast consequences—that 'civilization itself depended on those measurements.' Today, scanners can measure brain activity, but the reading process remains mostly imponderable." -- Andrew Robinson * Nature *"Massive (and massively learned)." -- John Wilson * First Things *"'What was this practice, anyway?'—The Science of Reading takes up this question on both historical and scientific grounds. Readers meet modern pioneers in the science of reading, figures from the aforementioned Huey to, for instance, to the founder of the science, Émile Javal, to Samuel T. Orton, who did early clarifying work in the nature and prevalence of dyslexia while examining students from his positions at the University of Iowa at the beginning of the twentieth century. Johns is surprisingly skilled at fleshing out this large cast of characters. His subject is inherently interesting right from the starting block, but these character-driven portions are a delightful added bonus. . . . The sheer interest of studying at this in-depth a level something that all readers do without thinking animates The Science of Reading throughout. It’s likely that most of those readers might not be inclined to pull back the curtain quite so far on the magic that fills their leisure hours—but the die-hard inquirers among them will find this book irresistible." -- Steve Donoghue * Open Letters Review *"A multidisciplinary study of . . . the study of reading. How do we read? What is the origin of our written word and what happens to our brains when we read? University of Chicago scholar Johns has all the answers—or at least, a vivid write-up of all the ways we've tried to answer these questions over the last century." * Book Culture *"Johns offers other reasons for rejecting the idea that new technologies are driving reading to irrelevance. After all, reading shaped (and trained) those technologies no less than, say, Boolean algebra. The science—and social science—of information emerged from our efforts to understand reading. It isn’t possible to remove the foundation from that house." * Public Books *"The best science title of 2023 is an incredibly in-depth examination of what we all do when we read—what our eyes do, what our brains do, what our memory does as we're turning pages and creating mental versions of the things we're reading. This is difficult matter to transform into, maybe ironically, good reading, and Johns succeeds completely." * Open Letters Review, ""Best Books of 2023: Science!" *"This exhaustive outing by Johns . . . delves into how scientists have studied the psychological and physiological processes of reading. . . . Johns covers major developments in the field, including the invention of eye movement tracking devices in the early twentieth century, the 1960s hype around machines that promised to teach children to read, and long-standing debates about whether phonics instruction fosters literacy. The scope of the material is almost overwhelming—zigzagging between media theory, history, psychology, and educational policy—but readers will emerge with a deeper appreciation for the complexities of a daily activity many take for granted." * Publishers Weekly *"From its inception, the science of reading has been intertwined with American anxieties about culture. . . . It's a mammoth subject, and Johns takes some detours to explore, for instance, mid-twentieth-century librarianship’s adoption of the tools of science to expand its mission. . . . Illustrations include laboratory photographs of subjects at formidable-looking testing apparatus and equally daunting diagrams that attest to researchers' efforts. A leggy, fascinating survey of a discipline that is often taken for granted." * Kirkus Reviews *"The Science of Reading reminds us that the type of reading we have ‘taught’ machines to do is just one historically situated practice of reading, and that there are alternatives. Now may be the time to revive an understanding of reading that is formative and not merely instrumental, expressive and not merely extractive." * Current *"Rather than adopting a simplistic view of the science of reading, Johns argues, our understanding needs to be historicized as the nature of science changes with different questions and situations. In his meticulously researched tome, Johns describes how early reading scientists set up laboratories, constructed instruments, tested hypotheses, and taught generations of students, and how their work circulated in academic institutions and American life. . . . Highly recommended." * Choice *"In 1908 the psychologist Edmund Burke Huey wrote that reading ‘has become the most striking and important artificial activity to which the human race has ever been moulded.’ Huey was one of the earliest scholars seeking to understand what happens in the mind when we learn to read—a question scientists are still exploring today. In The Science of Reading, Johns chronicles the efforts of twentieth-century experimentalists to study literacy and the still-raging ‘reading wars’ over pedagogy, revealing yet unsettled questions about science and culture." * University of Chicago Magazine *“If the science of reading can today teach us one thing, Johns states, it is that reading is not and has never been just one thing. It has been and remains many things. Its functions, forms, and purposes change over time and are shaped by history and cultures. Johns’s new book is attentive, erudite, imaginative, and enjoyable. (Reading about the science of reading makes for great fun. I promise.) It is also mind-bendingly revelatory. In TheScience of Reading, Johns radically historicizes reading itself.” -- Chad Wellmon, coauthor of "Permanent Crisis: The Humanities in a Disenchanted Age"“The Science of Reading unearths a previously ignored but important history. Starting with the science of psychophysics in the late nineteenth century, Johns traces how knowledge, disciplines, documentary practices, and models of the human mind and cognition all changed in relationship to the shift from an industrial to an information economy. He thus reveals that many of our contemporary debates about attention economies, fake news, and democratic crisis rest on historically contested concepts about what reading might constitute and what a literate subject is. This is a book with great pertinence to our present.” -- Orit Halpern, coauthor of "The Smartness Mandate"“A mammoth and stimulating account of the place of print in the history of knowledge. . . . Johns has written a tremendously learned primer.” -- D. Graham Burnett * New Republic, on "The Nature of the Book" *“Detailed, engrossing, and genuinely eye-opening. . . . This is scholarship at its best.” -- Merle Rubin * Christian Science Monitor, on "The Nature of the Book" *“Lucid and persuasive. . . . A work to rank alongside McLuhan.” -- John Sutherland * Independent, on "The Nature of the Book" *“Provocative. . . . Lively and insightful.” -- Michael Hunter * Nature, on "The Nature of the Book" *"In 1955, Why Johnny Can’t Read—a bestselling book by Rudolf Flesch about the science and pedagogy of reading—provoked controversy when it was published in the United States. The then-fashionable ‘whole word’ method of teaching meant that a child learnt words from their context, like a baby learning to talk. But Flesch claimed that the approach was inferior to the earlier ‘phonics’ method, whereby the child was trained to analyse words’ spelling. This debate is far from over, 'because reading is such a difficult process to understand,' confesses historian of information Johns. . . . Johns notes that the field has long been caught in a contradiction." -- 2023's Best Books in Brief * Nature *Table of ContentsAcknowledgments Introduction: The Mysterious Art of Reading 1 A New Science 2 The Work of the Eye 3 Reading, Looking, and Learning in Chicago 4 What Books Did to Readers 5 Readability, Intelligence, and Race 6 You’re Not as Smart as You Could Be 7 Exploring Readers 8 Reading Wars and Science Wars 9 Readers, Machines, and an Information Revolution Conclusion: Reading, Science, and History Notes Index

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Book SynopsisDrawing lessons from writers of all ages and writing across genres, a distinguished teacher and writer reveals the enduring importance of writing for our timeTrade Review“Chatty, affable . . . [and] an eloquent endorsement of the writing class as nurturing and galvanizing community.”—Joe Moran, Times Literary Supplement“The insights on workshop dynamics, the smart observations, the loving attention to words and voice, the wisdom acquired by many years of reading, writing, and teaching, make this a valuable, entertaining, and accessible study of writing.”—Robert Morgan, Cornell University "The wisdom of a superb, experienced writer and inspired teacher are here distilled for our pleasure. We have much to learn from Delbanco's maturity, broad perspective and erudition—not least his kindness and encouragement when all is said and done, his devotion to literature and to all those who struggle to achieve it."—Phillip Lopate, author of To Show and to Tell"This book is a tribute to rigor, to close reading, to paying attention. Reading it is like participating in an exclusive workshop taught by a master of the craft."—Christina Baker Kline, author of Orphan Train"Superb writer, erudite scholar, wise teacher—Delbanco makes the written word sing, and how. No reader of this book—itself an impassioned work of literature—will ever take writing for granted again.”—James Carroll, author of Constantine’s Sword"Nicholas Delbanco has long been not only one of America’s finest writers but also teachers of the craft. And Why Writing Matters is his generous gift to us all—filled with wisdom, revelations, and, of course, exquisite writing. We might not have been able to attend his masterclass on the power of words, but thankfully we can cherish these pages, which prove it."—David Grann, author of Killers of the Flower Moon

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Book SynopsisLeading Dynamic Information Literacy Programs delves into the library instruction coordinator's work. Each chapter is written by practicing coordinators, who share their experiences leading information literacy programs that are nimble, responsive, and supportive of student learning.The volume discusses the work of instruction coordinators within five thematic areas: Claiming our Space: Library Instruction in the Landscape of Higher Education; Moving and Growing Together; Curriculum Development; Meaningful Assessment; and Leading Change. Readers will gain insight from their colleagues' advice for situating information literacy within the higher education institution, developing meaningful curricula, and using assessment in productive ways. Many of the stories represent a departure from traditional models of library instruction. In addition, this book is sure to spark inspiration for innovative approaches to program leadership and development, including strategies forTrade Review"[...] Behler points out that “space and time” are themes found throughout the book’s chapters and that the transformative work of instruction program development is “incremental and cumulative”. Additional themes include the importance of support from library administration in program development, aligning program goals with those of the larger institution, and the ways in which information literacy can be integrated throughout the higher education curriculum and community in partnership with university programs and committees. Further, several chapters mention librarian workload and the need for rethinking information literacy delivery models to promote sustainability and more effective opportunities for learning at the students’ point of need. Though aimed at instruction coordinators, this volume includes insightful reflections and examples that can inspire any academic librarian whose responsibilities include instruction and offers ideas that can be adopted in a wide variety of institutions and contexts." ~ Amanda Dinscore, Cal Poly Humboldt (COMMUNICATIONS IN INFORMATION LITERACY | VOL. 17, NO. 2, 2023, Article 14, p590)Table of ContentsIntroduction; Part I. Claiming our Space: Library instruction in the landscape of higher education – Chapter 1. Navigating a Shifting Landscape: Information Literacy in Higher Education; Chapter 2. Situating Information Literacy within the Institution: Building a Dynamic Program; Part II. Moving and Growing Together – Chapter 3. Program Foundations: Establishing Values, Boundaries, and Priorities; Chapter 4. From Individual to Community: Building a Community of Practice Around Teaching; Part III. Curriculum Development – Chapter 5. Instruction by Design: Embedding the Library into Curriculum Design; Chapter 6. The Right Tools for the Job: Integrating a Variety of Instructional Modes into an Information Literacy Program; Part IV. Meaningful Assessment – Chapter 7. Improving Information Literacy Instruction through Programmatic Student Learning Assessment; Part V. Leading Change – Chapter 8. That’s not the way we’ve Always Done it: Coordinating Research Instruction with Innovation, Teamwork, Assessment, and Collaboration; Chapter 9. Time for a Reboot! Making Space for Instruction Program Development; Appendices.

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Book SynopsisThe range of topics covered includes American Indian and Indigenous representations, literacies, and rhetorics, critical revisionist historiography and comparative rhetorics, delinking colonial literacies of cartographic power and modernity, “northern” and “southern” hemispheric relations, and theorizations of/from oceanic border spaces.

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Book SynopsisThis Element seeks to characterize the scribal culture in ancient Egypt through its textual acts, which were of prime importance in this culture: writing, list-making, drawing, and copying.Table of ContentsIntroduction; 1. Defining; 2. Writing; 3. (En)listing; 4. Drawing; 5. Copying; 6. Reading; Bibliography.

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Book SynopsisThis edited collection introduces English and literacy educators to the theoretical, research-based, and practical dimensions of using digital memetic textsmemesin the classroom. Digital memetic texts come with new affordances, particularly as avenues for student creativity, voice, and advocacy. But these texts can also be put to manipulative, propagandistic, and nefarious purposes, posing critical challenges to an informed, democratic citizenry. Grounded in multimodality and critical literacy, this book investigates the fascinating digital dimension of texts, audiences, and meaning, and considers how English educators might take up these conversations in practical ways with students. With authentic examples from teachers and students, this volume provides a road map to researchers and educatorsboth preservice and in-serviceinterested in critical and productive uses of these modern phenomena.Table of ContentsEditorsList of ContributorsAcknowledgements Historical Damage, Modern Resonances, and Speculative Futures: English Education through Memes Part One. A Critical Memetic Curriculum Introduction: Rethinking Reading in a Critical Memetic Curriculum Making "Meme"ing: Questions for Critical Memetic Inquiry in High School English Classrooms Critical Media Analysis through Memes: Considerations and Applications for ELA Classrooms Mimetic Masculinities: Young Men of Color Analyze Anime Texts They Love The Meme Museum: Depictions and Analysis of COVID-19 with High School Students Part Two. Multimodal Composing with Memetic Texts Introduction: Deconstructing Purposes and Outcomes for Composing Socially Conscious Memetics Through a Culturally Digitized Pedagogy Lens Young People Reading and Writing the World through Meme Curation, Creation, and Critical Conversation Critical Memetic Analysis as Testimony: Restorying Memes as Healing Pedagogies What do you Meme? Using Memes for Argument Construction and Understanding We’re not Joking Anymore: Context, Audiences, and Memetics Part Three. Memetics and Language Introduction: Critiquing Linguicism with Critical Memetic Language Study Using Memes to Teach Linguistic Concepts in the ELA Classroom "I want to use my voice": Youth Literacies Disrupting Critical Memetic Analysis Part Four. Memes and Community Identities Introduction: Transgression and Control Framing Critical Memetic Literacy: Helping Students Grapple with Manipulative Memes Repurposing Problematic Memes in a Middle School Superhero Storytelling Project The Plagiarism Paradox: Memes, Originality, and Authorship Key TermsIndex

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Book SynopsisConstructions of Illiteracy in Twentieth-Century Ireland: Contesting the Narrative of Full Literacy offers new insights into literacy and illiteracy in the context of twentieth-century Ireland.Through a close analysis of archived documentation from educational, military, and parliamentary sources, the book reveals a potent narrative of full literacy that promoted literacy proficiency as a facet of the Irish national identity and suppressed any formal acknowledgment of illiteracy within the adult population. Tobin applies a sociological approach and uses Foucauldian concepts of knowledge, power, discourse, and silence to examine how constructions of illiteracy and the illiterate person varied over time, while also being entwined with activities of nation-building in the twentieth century. Though focused on Irish society from 1900 to 1980, this volume also offers a resonant lens through which to approach the Decade of Centenaries, an Irish Gov

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Book SynopsisPhraseology - the study of multi-word units - is a hot topic in second language acquisition, processing and use. Drawing on different fields of linguistics and cognitive sciences, Vetchinnikova builds a comprehensive account of how the right words come to mind and what is special about second language use in this respect.

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Book SynopsisThis study discusses how depictions of etymology and ancient documents were employed by twelfth-century poets, translators, bureaucrats and historians to portray Britain's past. A series of detailed case studies demonstrate how the vernacular hence became an important site for the construction of dynastic, institutional and ethnic identities.Table of ContentsIntroduction; 1. Methods and motivations for studying the vernacular linguistic past; 2. Perceptions of English linguistic and literary continuity; 3. Explorations and appropriations of British linguistic history; 4. The vernaculars of ancestral law: Royal administration and linguistic authority; 5. Placing French in multilingual Britain; Conclusion; Notes; Bibliography; Index.

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Book SynopsisIt is a commonplace in educational policy and theory to claim that digital technology has transformed' the university, the nature of learning and even the essence of what it means to be a scholar or a student. However, these claims have not always been based on strong research evidence. What are students and scholars actually doing in the day-to-day life of the digital university? This book examines in detail how the world of the digital interacts with texts, artefacts, devices and humans, in the contemporary university setting. Weaving together perspectives from a range of thinkers and disciplinary sources, Lesley Gourlay draws on ideas from posthuman and new materialist theory in particular, to open up our understanding about how digital knowledge practices operate. She proposes that digital engagement in the university should not be regarded as virtual' or disembodied, but instead may be understood as a complex set of entanglements of the body, texts Trade ReviewA robust and refreshing contribution to digital and posthuman scholarship ... In its ambition and skill, Gourlay’s book will appeal to researchers and practitioners interested in the increasing digitalization and datafication of higher education. * Postdigital Science and Education *Posthuman and new materialist ideas provide fertile and underexplored terrain for examining the contemporary university through in-depth engagement with ‘the fine-grained, detailed “nitty-gritty” of everyday higher education as it unfolds, in a mesh of bodies, nonhuman actors, and technologies’ (19). As such, this is a book that should be of interest to anyone who wants to understand what actually happens in universities today. * Learning, Media and Technology *This book undeniably provides both the inspiration and means to bring posthumanism ‘down to earth’, and to shine a much-needed critical light on the corridors and conduits of the digital university. * Educational Philosophy Theory *A very interesting and provocative take on the idea of what it means to be a “text-consuming humanist” in these digital times we are now living in. Gourlay poses great questions for future thought and implications. * James Pfrehm, Associate Professor of Language and Linguistics, Ithaca College, USA *This book shifts discussions of digital learning in tertiary education in significant ways, arguing that notions of disembodied, ‘virtual’ interactions overlook the material entanglements of people, knowledge practices, texts and artefacts. Flipped classrooms, online learning and other recent trends are reactionary rather than revolutionary developments. Challenging the idea of the individual human subject engaged in isolated study, Lesley Gourlay presents an absorbing alternative vision of digital epistemic practices seen through a more-than-human lens. * Alastair Pennycook, Distinguished Professor of Language, Society and Education, University of Technology Sydney, Australia *Table of ContentsIntroduction 1. More Than Human 2. Matter 3. Body 4. Presence 5. Interfaces 6. Wayfaring 7. Quantum 8. Document 9. Conclusions, or So What? References Index

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Book SynopsisThese new Set 6A (Blue) Storybooks are designed to give children extra practice, and to develop their fluency and vocabulary further before moving on from the Read Write Inc. Phonics programme.The books are matched to the phonic progression of the existing Storybooks and provide extra practice for children learning the Set 2 and 3 sounds.They include a range of engaging stories such as fairy tales, myths and legends and familiar settings.Activities at the start help children to practise the sounds and words from the story and questions at the end of the story help to develop children''s comprehension.Detailed lesson plans are provided on Read Write Inc. Phonics Online.The books are part of the Read Write Inc. Phonics programme, developed by Ruth Miskin. The programme is designed to create fluent readers, confident speakers and willing writers. It includes Handbooks, Sounds Cards, Word Cards, Storybooks, Non-fiction, Writing books and an Online resource. Read Write Inc. is fully supportTrade ReviewRead Write Inc. Phonics has had a massive impact on our phonic results, raising them from 56% to 96%. All of our staff enjoy using the programme, including our teaching assistants, who feel it has empowered them. We are all amazed and delighted at the difference it has made to teaching and learning in our school. - Joan Cullen, Head Teacher, Sacred Heart Catholic Primary School, LutonRead Write Inc. Phonics is effective because of the speed in which the children are able to make progress. There is a very clear structure and children are empowered to succeed because of the systematic and rigorous approach. - Katherine Roberts, Reading Manager, Elmhurst Primary School, NewhamAs a Head Teacher, it's wonderful to have such confidence in a programme that you know no child will leave Key Stage 1 as a poor reader. How amazing is that! - Jacqueline Savage, Principal, Outwood Primary Academy Lofthouse Gate, Wakefield

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Book SynopsisThese new Set 6A (Blue) Storybooks are designed to give children extra practice, and to develop their fluency and vocabulary further before moving on from the Read Write Inc. Phonics programme.The books are matched to the phonic progression of the existing Storybooks and provide extra practice for children learning the Set 2 and 3 sounds.They include a range of engaging stories such as fairy tales, myths and legends and familiar settings.Activities at the start help children to practise the sounds and words from the story and questions at the end of the story help to develop children''s comprehension.Detailed lesson plans are provided on Read Write Inc. Phonics Online.The books are part of the Read Write Inc. Phonics programme, developed by Ruth Miskin. The programme is designed to create fluent readers, confident speakers and willing writers. It includes Handbooks, Sounds Cards, Word Cards, Storybooks, Non-fiction, Writing books and an Online resource. Read Write Inc. is fully supportTrade ReviewRead Write Inc. Phonics has had a massive impact on our phonic results, raising them from 56% to 96%. All of our staff enjoy using the programme, including our teaching assistants, who feel it has empowered them. We are all amazed and delighted at the difference it has made to teaching and learning in our school. - Joan Cullen, Head Teacher, Sacred Heart Catholic Primary School, LutonRead Write Inc. Phonics is effective because of the speed in which the children are able to make progress. There is a very clear structure and children are empowered to succeed because of the systematic and rigorous approach. - Katherine Roberts, Reading Manager, Elmhurst Primary School, NewhamAs a Head Teacher, it's wonderful to have such confidence in a programme that you know no child will leave Key Stage 1 as a poor reader. How amazing is that! - Jacqueline Savage, Principal, Outwood Primary Academy Lofthouse Gate, Wakefield

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Book SynopsisReading is an essential life skill not only for an individual's development and life chances but for social cohesion and a developed democracy. This book focuses on the importance of reading for pleasure and the difference that it can make to a person’s life chances, with a focus upon how libraries and librarians help reluctant and struggling readers: those who might fall through the net or be left behind. Reading by Right provides an edited collection of chapters covering aspects of overcoming reading difficulties or reading reluctance in children and young people from birth right through to teenage. The book examines the research into problems with the acquisition of reading and highlights some of the best practise to be found internationally, both as a practical aid but also to inspire partnership and cooperation. Content covered includes: an outline of the political and strategic framework that library and education practitioners face in trying to overcome the barriers to reading a review of the past several decades of research in this area how youngsters become ‘reluctant readers’ and how to improve the situation for everyone examples of successful projects from Korea and Finland, countries that consistently perform well in reading tests and international league tables a wealth of practical context, including case studies and perspectives from school and public libraries an overview of the ongoing relevance of debates and discussion around diversity in publishing and children’s books, including some potential solutions. The book will be invaluable reading for practitioners and students of librarianship in both the public and school sectors. It will also be of great interest to all teachers, consultants and educators concerned with literacy and reading, and to policy makers in both the school and library sectors.Trade ReviewThis book is a great read (no pun intended!), but it is far more than that. This is an essential toolkit for anyone working with children’s reading. Alongside the research there are many practical ideas for parents, librarians and teachers to take reading forward. Carrying this book around is the equivalent of having a vast library of information at your fingertips, curated by some of the finest librarians and experts. Personally I consider the index a thing of great beauty and the references and appendices are a wonderful resource on their own. -- Dawn Finch * Awfully Big Reviews *This book would best be utilized by library systems but could also be useful to an enterprising and creative individual librarian. -- Cheryl Clark * VOYA *Reading by Right provides the reader with many excellent examples of how to engage with children and young people in developing their reading skills. The key elements include allowing children to have ownership of their reading material. No material is inappropriate. Allow them to read picture books, graphic novels, educational graphic novels, non-fiction, audiobooks, etc. Allow them to play instead of reading if they prefer. Develop games that incorporate the books you’d like them to be reading. Support them in developing their own reading habits. Encourage reading for pleasure. The book provides an excellent bibliography throughout and also websites for further study on this topic. I am inspired to see how much of what I have learnt from this book I can bring to my library service. * An Leabharlann *Thoughtful and inspiring essays address the importance of reaching all readers, strategies for encouraging reluctant readers, and reasons why some children become reluctant readers...This reading is “right” and highly recommended. -- Renee McGrath * School Library Journal *'Most of us utilise reading every day of our lives, for our work, as part of study/education, for enjoyment and when seeking information. Very few of us dissect how we got to be able to do that. The beauty of this book is that it gets us to reflect on the ‘how’, and the challenges faced by those children who may not be able to acquire that skill as a matter of course, but who may need interventions to ensure that they develop competence, and equally importantly, an enjoyment of reading as they proceed through life.'- Josipa Crnic, Deakin University, Journal of the Australian Library and Information Association * Journal of the Australian Library and Information Association *'Most of us utilise reading every day of our lives, for our work, as part of study/education, for enjoyment and when seeking information. Very few of us dissect how we got to be able to do that. The beauty of this book is that it gets us to reflect on the ‘how’, and the challenges faced by those children who may not be able to acquire that skill as a matter of course, but who may need interventions to ensure that they develop competence, and equally importantly, an enjoyment of reading as they proceed through life.'- Josipa Crnic, Deakin University, Journal of the Australian Library and Information Association * Journal of the Australian Library and Information Association *'Ensuring that every child is given the best chance in life to become a lifelong reader is the central tenet of editor Joy Court's excellent book. A collection of 11 chapters, the foundation of which stand firm on well-informed theory and practice, Reading by Right provides us with a range of successful strategies for engaging and enthusing readers across the globe who need support, motivation or the right book to guide them towards the path of becoming someone who reads for pleasure.' -- Matthew Tobin * Literacy *Table of ContentsForeword – Chris Riddell Introduction – Joy Court 1. Supporting every child to read – Alexandra Strick and Wendy Cooling 2. Listening to their voices: what research tells us about readers – Teri S. Lesesne 3. Becoming a reluctant reader – Prue Goodwin 4. Reading Club: a case study from Finland – Mervi Heikkilä and Sara Tuisku 5. Trained reading helpers: Beanstalk’s magic ingredient – Ginny Lunn and Hilary Mason 6. Let all children experience the joy of reading: promoting children’s reading in Korea – Yeojoo Lim 7. Reflecting readers: ensuring that no one is excluded – Jake Hope 8. Pulling in reluctant readers: strategies for school librarians – Alison Brumwell 9. Not just for the avid reader: inclusive Carnegie and Kate Greenaway shadowing – Amy McKay and Joy Court 10. Listen up! How audiobooks support literacy – Rose Brock 11. Reading the future – Jake Hope

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Book SynopsisThis book examines how asbestos activists living in remote rural villages in South Africa activated metropolitan resources of representation at the grassroots level in a quest for justice and restitution for the catastrophic effects on their lives caused by the asbestos industry. It follows the Asbestos Interest Group (AIG) over a fifteen-year period through its involvement in grassroots research, in legal cases and in the compensation systems for asbestos-related disease. It examines how the AIG became grassroots technicians of translocal paperwork, moving texts back and forth between periphery and center, pushing documents through the textual mazeways of the courts, medical institutions, the compensation system and various government agencies. The book addresses rhetorical mobility and the extent to which, given the AIG’s position on the periphery, it has been able to enter the voices and interests of villagers into formerly inaccessible forums of deliberation and decision-making.Trade ReviewTrimbur demonstrates the transformative power of grassroots literacy in mobilizing the poor and resisting big industries. He merges activism with analytical rigor – adopting a creative style layered with the personal, narrative, and theoretically nuanced – to leave us with a text that will inspire us for similar forms of political engagement and academic relevance. * Suresh Canagarajah, Pennsylvania State University, USA *This is a richly detailed and illuminating study of asbestos activism in South Africa. The author’s commanding approach helps us see that justice is served, and denied, not only by control over knowledge but also by control over the modalities of participation in knowledge production and the uneven status, distribution, exchange, and circulation of these between and among periphery and metropolis. * Bruce Horner, University of Louisville, USA *This innovative book provides a fascinating textual history of asbestos activism and the struggles of invisible people to be counted as legitimate citizens in the aftermath of apartheid. Trimbur provides a powerful analysis of the struggles to connect grassroots literacy to the written record, arguing for the centrality of participation in this process. * Carolyn McKinney, University of Cape Town, South Africa *At a moment when the advances of the post-apartheid era have been called into question as never before, John Trimbur’s textual history of the asbestos activists of the Northern Cape serves as a timely reminder not only of even darker times but also of collective struggles that did have positive social and economic effects. Paying meticulous attention to the widest range of textual and extra-textual sources, Grassroots Literacy and the Written Record examines how South Africa’s highly profitable asbestos-mining industry devastated the lives of miners and their communities in the Northern Cape and how those miners and communities fought successfully for compensation. -- David Johnson, The Open University, UK * Journal of Southern African Studies, 2022 *Table of ContentsIntroduction: Circumstances, Motives, Methods, and Theories Chapter 1. On the Periphery: Life and Literacy in the Kuruman District Chapter 2. Asbestos Mining in the Written Record: A Brief History Chapter 3. The Emergence of Asbestos Activism: From the ‘Period of Non-Awareness’ to the National Asbestos Summit of 1998 Chapter 4. Grassroots Activism and the Mobility of Documents: The Formation of the AIG Chapter 5. Insurgent Lawfare and Form-Made Persons: From Asbestos Related-Disease Sufferers to Plaintiffs Chapter 6. 'The Lawyer Stole the Money': The Political Economy of Compensation Conclusion: Grassroots Activism, Popular Participation, and Contextual Spaces

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Book SynopsisThis book is the first to focus specifically on born-digital texts in EFL teaching, uniting international and innovative scholarship with practical classroom applications. The book develops a theoretically sound framework for curriculum, materials and methods design that takes into account the growing ubiquity of born-digital texts in the digital age. It covers a broad variety of born-digital text types (including those generated by AI) which so far have not been an explicit focus in the context of language teaching, while also providing a grounding in current discussions around digital tools in education. The chapters cover a wide range of issues from methodological approaches to born-digital texts to curriculum, syllabus and materials design. The book will be a valuable introduction to the subject for trainee and practising teachers, as well as teacher educators and students on EFL courses.Chapter 7 is free to download as an open access publication and is available here: https://zenodo.org/records/11174197.

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Book SynopsisConcern about children's reading is an international issue highlighted by continuing OECD research. Government actions such as the priority given to reading in the review of the National Curriculum reflect current UK concern. Reading is an essential life skill not only for an individual's development and life chances but for social cohesion and a developed democracy. In an era of public spending cuts it is important to reflect upon the impact that libraries can have in growing readers for the future. This much-needed book provides valuable evidence of successes so far both nationally and internationally, and offers ideas for future development as well as inspiration for current practice. An edited collection contributed by expert practitioners, it covers all aspects of promoting reading to and with children and young people from birth right through to teenage years, including the following key topics: the importance of Bookstart how children begin to read creating young readers literacy, libraries and literature in New Zealand the Summer Challenge in libraries Stockport does Book Idol restoring reading to the classroom promoting excellence - shadowing the CILIP Carnegie and Kate Greenaway medals local book awards the sport of reading libraries and partnerships the hard to reach reader in the 21st century creative reading. Readership: Offering future scoping for managers and aiming to inspire partnership and cooperation, this will be invaluable reading for practitioners and students of librarianship in both the public and school sectors. It will also be of great interest to all teachers, consultants and educators concerned with literacy and reading, and to policy makers in both the school and library sectors.Trade Review"The timing of this seminal work, edited by Joy Court, could not be better. As the status of public and school libraries comes under review and concern about the place of reading for pleasure in young people's lives continues, this excellent reference books gathers together all the evidence needed to make a case for promoting the joy of reading to children...It will surely become a standard work for anyone involved in the business of getting young people to read for pleasure." -- The School Librarian"...a praiseworthy reflection of the determination and creativity of librarians up and down the country." -- Refer"I would recommend this book to anyone with an interest or passion for encouraging reading and readers...I found it inspirational and think that it would benefit anyone with an interest in the area." -- Library and Information Research"Read to Succeed could be useful to many readers. For children's librarians and library managers, while this book does have many broad nationwide programs, some of the details from the programs could translate. If the librarian is in a national role or working with a larger group (state, county, city) this could give some inspiration for new programs or advice on how to better serve young clients. For teachers and teacher librarians and those working in education, some of the “how to” chapters could be skipped, but many of the other chapters could offer guidance on how to partner with public libraries to achieve amazing results. LIS students interested in literacy and children's services, Read To Succeed would be very helpful because it provides a broad perspective on programs and how they help children and young people. With literacy a hot topic internationally, Read To Succeed offers a unique blend of perspectives from library, education other spheres by looking at successful programs." -- Library Management"By compiling this collection of expert evidence regarding the value of children's library services, Joy Court has done the profession a great service...This is a strong collection of ideas, and should be of interest to teachers, librarians and literacy advocates." -- Australian Library JournalTable of ContentsForeword - Alan Gibbons Introduction - Joy Court 1.. It’s never too soon to start - Wendy Cooling 2. How children begin to read - Clare Wood 3. Creating young readers: teachers and librarians at work - Prue Goodwin 4. The six dimensions of the ‘honeycomb’ model, and its implications for literacy, libraries and literature in New Zealand - Helen Villers 5. The Summer Reading Challenge in libraries: a continuing success - Anne Sarrag, Lynne Taylor, Natasha Roe and Geraldine Brennan 6. Stockport does Book Idol! A case study linking libraries and schools to inspire reading for pleasure - Nikki Heath, Eddy Hornby and Jenny Barber 7. There and back again: restoring reading to the classroom - Bridget Hamlet 8. Promoting excellence: shadowing the CILIP Carnegie and Kate Greenaway Medals - Kasey Butler, Eileen Simpson and Joy Court 9. Choice and motivation: local book awards - Jean Wolstenholme and Jacob Hope 10. The sport of reading - Celeste Harrington and Wayne Mills 11. Adventures in the book trade: libraries and partnerships - Jacob Hope 12. The hard-to-reach reader in the 21st century - Andrew Blake, Julia Hale and Emma Sherriff 13. Creative reading and insideadog.com.au - Lili Wilkinson

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Book SynopsisThis essential text for primary trainees and teachers examines the key skill of writing beyond the earliest school years. Teaching writing involves much more than simply teaching the mechanics of spelling, grammar and punctuation, important though these are. There are particular issues around writing in school, including the fact that children’s writing consistently lags behind their reading in external tests such as SATs, boys’ relative lack of success and teachers’ lack of confidence in modelling writing. This book addresses these topics as well as focusing on other pertinent practice issues such as working with proficient writers, engaging disengaged writers and working with children who have EAL and SEN. Table of ContentsIntroduction What can we learn from research? Boys’ writing Grammar and punctuation through writing Non-fiction writing Finding a Written Voice Writing for children with EAL Writing for children with SEN. Writing for children who are dyslexic Shedding light on writing Beyond books - new ways of writing A Murder Mystery Writing and drama Writing poetry Conclusion

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Book SynopsisThis is an essential guide to teaching primary English, with a focus on systematic synthetic phonics. The new edition has been fully revised and updated to reflect the structure, content and requirements of the national curriculum, and to include the latest policy context. Throughout, the range of underpinning literature has been expanded and there are completely new chapters on evidence based teaching in relation to phonics, reading for pleasure, and teaching English through texts. All the existing features have been retained, and each chapter now also includes: a section on integrating ICT extension questions to challenge M level readers sections on evidence-based practice to encourage critical reflection and debate Table of ContentsIntroduction 1. Spoken language 2. Auditory, visual discrimination and vocabulary development 3. Early Reading Development (to include models/ theories) 4. Evidence-based teaching: the debate about phonics 5. Creative approaches to teaching phonics 6. Reading for Pleasure 7. Early Writing Development 8. Spelling and Handwriting 9. Grammar and punctuation 10. Supporting children with literacy difficulties 11. Assessing English in the early years 12. Teaching English through texts

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Book SynopsisThe Yuanpei program is an institution wide curriculum innovation, modeling on the core curriculum in Harvard which is committed to carrying out general education. This research investigated the major conflicts that arose in the process of initiation and implementation of the Yuanpei program, how these conflicts evolved during the process, and what were the sources of these conflicts. The conflict model, primarily derived from conflict theory, was adopted to interpret and analyze the process of curriculum innovation in this context. The study employed a qualitative case study approach. Data were collected primarily through interviews, observations and document analysis. The administrators, teachers and students were interviewed to gain insight into major conflicts arose, their processes and sources in process of the curriculum innovation. The researcher primarily observed program practices and operations, including program setting, the human, social environment (how participants interact and communicate), and program activities and participant behaviors. The researcher distinguished between conceptual conflicts and practical conflict in light of the different stages in which conflicts emerged. The researcher mainly identified three conceptual conflicts that represent the focus of debates: first, the two opposing opinions on how to balance between general education and specialized education; second, potential incongruence in the idea of the Yuanpei program; third, conflict between the changing need of society and traditional system of training. The researcher summarized four categories of practical conflicts in light of various issues: free-course selection, free-major selection, faculty advisor as well as general education elective courses, in each of which sub-themes were identified and analyzed. The researcher described how both conceptual and practical conflicts evolved. Each major conceptual conflict seems to go through similar stages based on the data, involving issue, confrontation and integration of claims of both sides. For practical conflicts, factors contributing to the escalation and de-escalation, moderation of conflicts were found by the researcher. The research identified different roles, incompatible values, contested resources and structural constraints as the main sources of conflict. Any conflict may involve more than one category or may be mainly due to one category. As such, the study is exploratory and contributes to the scholarship on educational change through its analysis of the curriculum innovation for general education in Peking University.Table of ContentsChapter 1 Introduction.- Chapter 2 Theoretical Frameworks for Understanding the Innovation.- Chapter 3 The Concept of General.- Education Chapter 4 Methodology.- Chapter 5 The case of the Yuanpei program: Background and contextual factors.- Chapter 6 Findings—Major conflicts, its process and sources.- Chapter 7 Conclusions and Discussion.- References.- Appendix.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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