Literacy Books
Harvard University Press Other Peoples Words
Book SynopsisLiteracy researchers have rarely studied families of urban Appalachian background, yet, as Purcell-Gates demonstrates, their often severe literacy problems provide a unique perspective on literacy and the relationship between print and culture. A compelling case study details the author's work with one such family.Trade ReviewAn engaging book that makes a unique contribution to literacy research by offering answers to the ‘why’s’ of low literacy… [It] graphically portrays the ways in which the mainstream society and the educational system effectively exclude [the illiterate]… Other People’s Words is a highly readable and richly layered exploration of literacy learning. As qualitative research, it accomplishes what no empirical study can—it transcends the subjects of the study, making vast connections to the functions and effects of literacy practice in lives of adults, children, families, schools, and communities. -- Lynn Sampson * Journal of Adolescent and Adult Literacy *A powerful depiction of the literacy learning process. -- Doris Bergen * Readings *This two-year case study of the author’s work with one family is situated within a more general concern for families whom the educational system seems to be failing… Replacing a predominant deficit view of low socio-economic status minority populations, the author adopts a sociocultural view of learning and an emergent literacy perspective in this detailed account of the acquisition of literacy and the relationship between print and culture. Engagingly written and widely referenced, this is a useful book for anyone considering the nature of family literacy and the interface of literacy learning and cultural experiences, including teachers, students and parents. * National Literacy Trust’s 1997 Bibliography *Table of ContentsAcknowledgments Introduction: Literacy, Schools, and Society 1. Nonliterate in an American City 2. Jenny and Donny's World 3. A World without Print 4. Becoming Literate: Donny 5. In Her Own Words: Jenny 6. Print Enters the World of Donny and Jenny 7. Who Reads and Writes in My World? 8. Exclusion and Access 9. The Complexities of Culture, Language, Literacy, and Cognition Appendix: Research Procedures and Stances Notes References Index
£26.96
Princeton University Press The Elements of Visual Grammar
Book Synopsis
£65.60
John Wiley & Sons On Critically Conscious Research Approaches to
Book SynopsisFocuses on how critical theories are manifested in language and literacy research. This book discusses critical consciousnesses in various places, at various times in the world, and at varying levels in language and literacy research.
£20.89
John Wiley & Sons The Bilingual Advantage Promoting Academic
Book SynopsisThis comprehensive account of bilingualism examines the importance of using students’ native languages as a tool for supporting higher levels of learning. The authors highlight the social, linguistic, neuro-cognitive, and academic advantages of bilingualism, as well as the challenges faced by English language learners and their teachers in schools across the United States.Trade Review“At last, a book that focuses on the development of students’ bilingualism from the point of view of their home languages and not simply English! Rodríguez, Carrasquillo, and Lee lead teachers in uncovering the treasure of the home language in bilingual learning.” - Ofelia García, professor, The Graduate Center, City University of New York“I highly recommend The Bilingual Advantage. The authors have written this complete resource to assist educational professionals to support English language learners’ academic development and biliteracy. This book is an essential tool to achieve equity and social justice as these evidence-based practices promote the high achievement and success of English learners within our schools.” - Jose Luis Alvarado, associate dean, College of Education, San Diego State University“This book brings together the latest research on the advantages of children learning in two languages and two cultures.” - From the Foreword by Margarita Calderón, professor emerita, Johns Hopkins University
£27.16
Teachers' College Press A History of Literacy Education Waves of
Book SynopsisTwo scholars trace the monumental shifts in theory, research, and practice related to reading education and literacy, with particular attention to what they consider the central goal of literacy - making meaning. Each section describes a specific epoch, including a deep discussion of the ideas and contextual events of that era.Table of Contents Introduction: An Overview Part I: Looking back 1. Beginning Traces: Early Science and Cultural Concerns Enculturated Reader Foundational Years of Reading 2. Early Method Assembled Reader Search for Best Method Part II: Waves of development 3. The Cognitive Wave Constructivist Reader The Cognitive Turn 4. The Learning to Learn Wave Strategic Reader Learning to Learn 5. The Reading-Writing Wave Writerly Reader Reading-Writing Relationships 6. The Social Wave Social Readers Social Wave 7. The Critical Wave Critical Advocate Critical Literacies 8. The Assessment Wave Wave Self-Assessor Reader Wave of New Assessment Paradigms 9. The Reform Wave Regulated Reader The Era of Reform 10. The Digital Wave Digital Reader Digital Wave 11. The Global Wave Global Meaning Maker Globalization Part III: Ebb, Flow, and Overlap 12. Research Currents History Unaccounted: A Personal Retrospective on Waves of Development Index About the Authors
£40.50
John Wiley & Sons Protecting the Promise Indigenous Education Between Mothers and Their Children
Book SynopsisFeatures a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children.Table of Contents Contents Series Foreword Django Paris xi Foreword Megan Bang xiii Acknowledgments xv Prologue xix Introduction 1 Co-Developed From the Beginning: Self-in-Relation 3 Resurgence in the Everyday 7 Refusing the "Me": Toward the Implications of "We" 8 An Unfulfilled Promise: Formal Schooling in Indigenous Communities 10 Combating "Deficit Distractions" 12 Listening to Connect as a Story Supporter: Methods 16 Questions to Consider 18 1. Michael and Mali 21 Michael Munson and Timothy San Pedro History of Homelands 22 Introducing Michael and Mali 23 Songs From the Spirits 24 Wiping Tears Away 25 At Home: In Community 26 Identity Detours 26 Head Start to Where? 28 Head Start to Love 31 Nk̓ʷusm Salish Language School 32 Stepping Up by Stepping In 34 Protecting the Seams 35 2. Alayna, Kyyalyn, and Waaruxti 39 Alayna Eagle Shield and Timothy San Pedro Introducing Alayna 41 #NoDAPL 41 Introducing Waaruxti 43 Introducing Kyyalyn 45 Coming Together as One Family 46 Living Language Together 48 Language Post-Its 49 White Buffalo Calf Woman 51 Waaruxti and School 52 Standing Up 54 Singing Prayer 55 Sharing Lakȟóta 56 Spirit Dish 57 Language and Tribal Knowledge Intertwined 57 3. Tara and Scyla 61 Tara Ramos, Scyla Dowd, and Timothy San Pedro Scyla Raised Her Hand 62 Introducing Scyla 63 Introducing Tara 65 Tara and Scyla's Relationship 67 Going "Home" 68 The Dangers of a Model Minority 73 Advocating for Equity 75 Decolonizing vs. Indigenizing 75 Advocating for Indigenous Peoples' Day 77 Refusing Indigenous Peoples' Day 79 4. Kristina and Demetrius 85 Kristina Lucero, Demetrius Lucero, and Timothy San Pedro Introducing Kristina 85 Introducing Demetrius 88 "Can I Help You?" 90 "They're So Native" 91 Enduring Lacrosse 92 Forcing Special Ed 96 Demetrius and Schooling 97 In the In-Between 99 "I Do It to Get Through School" 103 Thanksgiving Dinner Talk: Learning With Grandma 105 5. Faith and Daliyah 113 Faith Price, Daliyah Killsback, and Timothy San Pedro Phone Call Reflection 113 Introducing Daliyah 116 Introducing Faith 117 Pendleton Pillows 118 Required Freshman Humanities Course 119 Back to School 123 First Native Instructor 124 "There Are an Infinite Possibility of Ways to Be Indigenous" 126 School Talk: Rants/Lectures 127 A Place to Be Native 129 Changing the Humanities Course: Blah, Blah, Blah Pedagogy 132 Presentation of Gifts 135 Conclusion: Montana Gathering 137 Epilogue: Questions to Connect Forward 157 Purposes of the Epilogue 159 Lesson Ideas: Carrying Stories to New Places 161 Questions Forward 163 Chapter 1: Michael and Mali 165 Chapter 2: Alayna, Kyyalyn, and Waaruxti 169 Chapter 3: Tara and Scyla 173 Chapter 4: Kristina and Demetrius 178 Chapter 5: Faith and Daliyah 183 Appendix: A Note on Terms 191 Notes 195 References 197 Index 204 About the Author 214
£27.54
John Wiley & Sons Understanding the Transnational Lives and
Book SynopsisProvides targeted suggestions that educators can use to ensure successful teaching and learning with today’s growing population of transnational, multilingual students. The text offers insights based on the author’s observations, interactions, and interviews with second-generation immigrant children, their families, and their teachers
£36.51
John Wiley & Sons Beyond the Visual An Introduction to Researching
Book SynopsisProivdes a survey of contemporary approaches to researching a wide range of visual and multimodal phenomena. Building on his earlier book, Reading the Visual, Serafini shares resources for conducting multimodal research across the social sciences.Table of Contents Contents Foreword Theo van Leeuwen xi Acknowledgments xiii Introduction 1 PART I: FOUNDATIONS 1. Conceptualizing Visual and Multimodal Phenomena 17 2. Theoretical Foundations of Multimodal Research 32 PART II: ANALYTICAL FRAMEWORKS: TEXTS AND OBJECTS 3. Iconographical Analysis 51 4. Visual Discourse Analysis 58 5. Visual Rhetorical Analysis 65 6. Multimodal Framing Analysis 71 7. Multimodal Content Analysis 78 8. Systemic Functional Multimodal Discourse Analysis 86 9. Multimodal Genre Analysis 93 Research Vignettes: Texts and Objects 99 Research Vignette 1: Young Children's Multimodal Compositions 99 Lindsey Moses Research Vignette 2: Multimodal Content of Magazine Covers 102 Stephanie F. Reid, Danielle Kachorsky, and Kathryn P. Chapman Research Vignette 3: Critical Visual Discourse Analysis of 3-D Sculpture 107 Peggy Albers Research Vignette 4: Multimodal Content Analysis of Wine Labels 110 Frank Serafini Research Vignette 5: Examining Wordless Picture Books 115 Evelyn Arizpe and Julie E. McAdam Research Vignette 6: A Critical Multimodal Comparison of Animation Software 118 Emilia Djonov Research Vignette 7: Multimodality and Orientation-to- Action in Video Games 122 Jeffrey B. Holmes, Earl Aguilera, and Kelly M. Tran Research Vignette 8: Animated Movie Adaptations of Literary Picture Books 125 Len Unsworth PART III: ANALYTICAL FRAMEWORKS: EVENTS AND SPACES 10. Social Semiotic Multimodal Analysis 133 11. Critical Multimodal Analysis 140 12. Mediated Discourse (Interactional) Analysis 147 13. Multimodal Ethnographic Analysis 153 14. Spatial Discourse Analysis 160 15. Multimodal Cultural Analysis 166 16. Digitally Based Multimodal Analysis 173 Research Vignettes: Events and Spaces 180 Research Vignette 9: Mapping (Visual) Identities During COVID-19 180 Jennifer Rowsell Research Vignette 10: Critical Multimodal Analysis of Voting Spaces 183 Marva Cappello Research Vignette 11: Multimodal Interaction Analysis of Social Positioning in Young Children at School 187 Katie Bernstein Research Vignette 12: Understanding Spatial Pedagogy 190 Fei Victor Lim Research Vignette 13: Collective Multimodal Research of Social Interaction in the COVID-19 Pandemic 194 Elisabetta Adami Research Vignette 14: Analyzing Children's Virtual Realities 197 Kathy A. Mills and Lesley Friend Research Vignette 15: A Multimodal Analysis of Children's Play 201 Kate Cowan and John Potter Research Vignette 16: Spatial Discourse Analysis of Informal Outdoor Learning Spaces 204 Louise Ravelli Epilogue: Looking Back, Moving Forward 209 References 215 Index 235 About the Author and the Contributors 245
£33.96
John Wiley & Sons Social Studies Literacy and Social Justice in A
Book SynopsisFor almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics.
£33.26
Teachers' College Press Restorative Literacy Practices Cultivating
Book SynopsisBased on classroom action research conducted in a diverse suburban school district, the author shares a framework that encourages teachers to approach their work with a restorative mindset by focusing on four elements of instruction: methods; literature; relationships; and culture, identity, and language.Trade Review"While Faughey does offer a timely and well-structured guide for bringing students 'back' from the pandemic, she also weaves a powerful thread throughout the book as she reveals critical pathways for ensuring that systemically marginalized students feel valued and empowered in a school environment."—Teachers College RecordTable of ContentsContentsForeword xiAcknowledgments xiii1. Introduction 1 Restorative Literacy Practices 2My Teaching Context and Background 5A Framework for Restorative Literacy 7What You Will Find in This Book 112. Student-Centered Assessment 13 Embarking on Change 14Introducing Podcasts 15Planning for the Unpredictable 16Reflection 26Alternative Assessment Ideas 27Spotlight on Teacher Learning 283. Restorative Approaches to Class Participation 29 Student-Led Discussion Leads to Inclusivity 30Critical Analysis Leads to Sharing Personal Stories 32Culturally Relevant Literature Leads to Connection 37Reflection 39Alternative Class Participation Ideas 40Spotlight on Teacher Learning 414. The Restorative Potential of Visual Texts 43 Integrating the Arts 45The Power of a Visual Thread 46Understanding and Rethinking 50Creating Graphic Essays 52Involvement and Identification 53Reflection 56Ideas for Responding to Student Needs 56Spotlight on Teacher Learning 575. Humanizing the English Curriculum 59 Literary Theory 61Pairing Texts: Dubliners and There, There 63Community Connection 67Reflection 71Ideas for Making Learning Relevant 72Spotlight on Teacher Learning 736. The Restorative Potential of the Imagination 75 Restorative Routine 76Building on a Tradition of Restorying 78A Framework for Restorying 79Reflection 86Key Ideas for Your Own Teaching 86Spotlight on Teacher Learning 877. Critical Literacy as Self-Care 89 Pairing Literary and Popular Culture Texts 90Rethinking Reading 91Theoretical Frameworks 94Sharing With Classmates 97Spotlight on Teacher Learning 988. Conclusion 99Appendix 103References 109Index 119About the Author 127
£27.54
John Wiley & Sons Powerful Literacy in the Montessori Classroom
Book SynopsisTeaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development.Trade Review"This book is clearly written and well-supported by concrete examples of materials and implementation strategies that are directly aligned with current research findings. It is especially useful for teachers in Montessori settings. However, the ideas are universal and could easily find effective implementation in traditional classrooms should the appropriate materials be available."—Teachers College RecordTable of Contents Contents (Tentative) Foreword by Daniel Willingham and Trisha Thompson-Willingham Welcome Preface Acknowledgments 1. Montessori Education Dr. Maria Montessori Growth of Montessori Education Montessori Materials and the Prepared Environment The Montessori Educator's Approach to Instruction 2. Science of Reading Overview Structured Literacy Seminal Research Simple View of Reading Hollis Scarborough's Reading Rope Considering the Montessori Curriculum and Alignment to the Science of Reading (SoR) Literature Part I: Word Recognition Chapter 3: Phonological Awareness Science of Reading—Phonological Awareness Phonological Awareness in the Montessori Classroom Additional SoR Phonological Awareness Activities 4. Decoding Science of Reading—Decoding Decoding in the Montessori Classroom Additional SoR Decoding Activities 5. Sight Recognition Science of Reading—Sight Recognition Sight Recognition in the Montessori Classroom Additional SoR Sight Recognition Activities Part II: Language Comprehension Overview Chapter 6: Background Knowledge Science of Reading—Background Knowledge Background Knowledge in a Montessori Classroom Additional SoR Background Knowledge Activities 7. Vocabulary Science of Reading—Vocabulary Vocabulary in a Montessori Classroom Additional SoR Vocabulary Activities 8. Language Structures Science of Reading—Language Structures Language Structures in a Montessori Classroom Additional SoR Language Structures Activities 9. Verbal Reasoning Science of Reading—Verbal Reasoning Verbal Reasoning in a Montessori Classroom Additional SoR Verbal Reasoning Activities 10. Literacy Knowledge Science of Reading—Literacy Knowledge Literacy Knowledge in a Montessori Classroom Additional SoR Literacy Knowledge Activities 11. Conclusion Scientific Thinking, Discourse, and Advocacy to Improve the Lives of Children References Index About the Authors
£75.05
John Wiley & Sons Reckoning With the Whiteness of English Educatio
Book SynopsisLearn how to disrupt the reproduction of white supremacy in curriculum and instruction. This volume directly confronts persistent iterations of whiteness in English education through advancing antiracist dispositions and practices.Table of Contents Introduction—Pauli Badenhorst, Samuel Jaye Tanner, and Justine GrinageSection 1: Teachers Reckoning with the Whiteness of English Education Reopening Racial Wounds: Whiteness, Affect, and Race Dialogues in the English Classroom—Justin Grinage Engaging Awareness of Race and Racism in Early-Career ELA Teaching: Interview with a High School Teacher—Adison Godfrey and Pauli Badenhorst There is Sickness in the Soul: Considering Soul-Centered Questions While Reckoning With Whiteness in ELA Education (Commentary)—Jeanine StaplesSection 2: Students Reckoning with the Whiteness of English Education An Opportunity to Be Better: Whiteness Pedagogies in English Education—SamuelJayeTanner A Voice from an Inner Room: Using Personal Narrative Writing to Strengthen the Racial Competency of White Students—Paul F. Walsh The Power of Writing in a Critical Examination of Whiteness (Commentary)—Jill Ewing FlynnSection 3: The Nuances of Reckoning with the Whiteness of English Education Middle Grades English Language Arts, New South Classrooms, and The Prism of White Femininity—Erin T. Miller, Laurie Dymes, and Spencer Salas "Cool it for a bit": Navigating Antiracism in One Rural Context—Kelsey R. Jones-Greer Reproduction and Contestation of White Habitus Among ELL Teachers—JennaMin Shim, Chelsea Escalante, Cynthia Helen Brock, and Cecelia J. Aragon Reading Whiteness with a Little Help from Bakhtin (Commentary) Timothy J. LensmireSection 4: Writing and Discussion in Reckoning with the Whiteness of English Education Characterizing Whiteness: Using Critical Whiteness Pedagogies to Teach BIPOC YA Literature—Erin Stutelberg and Heidi J. Jones The Slippery Spaciousness of Whiteness: Critical Creative Writing Pedagogy in Teacher Education—Elise Toedt and Anna Schick Resisting Whiteness While Facilitating Discussions in Student Seminars—Abby Rombalski The Necessity of a Suspect Mindset: Interrupting Whiteness Through Literature Study, Creative Writing, and Whole Group Talk (Commentary)—Carlin Borscheim-Black and Sophia Tatiana Sarigianides About the Editors and Authors
£31.41
Teachers' College Press Reading With Purpose Selecting and Using
Book SynopsisFrom the authors of the popular blog and resource for teachers, The Classroom Bookshelf, this book offers a framework and teaching ideas for using recently released children’s and young adult literature to build a culture of inquiry and engagement from a text-first approach.Table of ContentsContents (Tentative)AcknowledgmentsIntroduction Who We Are: The Classroom Bookshelf StoryWhy This Book?Purposes for ReadingUsing This BookPart I. Purposes for Selecting and Using Books1. A World Purpose in the Pages of Books Classroom Story: If I Were a BookWhat Matters MostBraided Purposes: The Reader, The Text, The ContextMany Books, Many PurposesPurpose Matters: A Community of Readers2. Center Care for Ourselves and One Another Classroom Story: Nurturing CareWhy Center Care?Why Now? Supporting the Whole ChildCentering Care: Understanding Ourselves and Connecting to OthersSelecting Books That Center Care to Reach and Teach the Whole Child3. Connect to the Past to Understand the Present Classroom Story: The Value of Knowing the PastWhy Connect to the Past?Why Now? Barriers and BridgesConnecting to the PastSelecting Books That Connect to the Past to Better Understand the Present4. Closely Observe the World Around Us Classroom Story: Idea Making and Learning to Look CloselyWhy Closely Observe?Why Now? The Climate Crisis and Disconnect With the Natural WorldClose Observation: Strengthening Connection to Our WorldSelecting Books That Inspire Close Observation, Seeing the World in New Ways5. Cultivate Critical Consciousness Classroom Story: Raising Critical Consciousness Across the CurriculumWhy Cultivate Critical Consciousness?Why Now? Agency, Equity, and Justice in an Ever-Changing WorldCultivating Critical Consciousness: Creating a Better World for AllSelecting Books That Cultivate Critical Consciousness Toward Creating a Better World for AllPart II.An Invitations Approach to Encourage Purposeful Reading6. Invitations to Use Books to Center Caring for Ourselves and Others Text SetsContent Connections and Disciplinary LiteraciesReading ProcessVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional Learning7. Invitations to Use Books to Connect the Past to the Present Text SetsContent Connections and Disciplinary LiteraciesCritical LiteraciesReading ProcessVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional Learning8. Invitations to Use Books to Closely Observe the World Around Us Text SetsContent Connections and Disciplinary LiteraciesCritical LiteraciesVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional Learning9. Invitations to Use Books to Cultivate Critical Consciousness Toward Creating a Better World Text SetsContent Connections and Disciplinary LiteraciesCritical LiteraciesReading ProcessVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional LearningIn ClosingReferencesChildren's BooksIndexAbout the Authors
£27.90
John Wiley & Sons Connecting Equity Literacy and Language Pathways
Book SynopsisShows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. The authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies.Table of Contents Contents Foreword Delicia Tiera Greene ix Acknowledgments xi Introduction 1 Our Purpose 1Structure of the Book 3Who We Are 4 1. A Need for Advocacy-Focused Literacy Educators 7 A Reckoning 7The Teacher Education Gap 11Teacher Development: Building Commitments and Competencies 13Connecting Equity, Literacy, and Language in a Landscape of Practice 17Conclusion 20 2. Understanding Ourselves and Others 21 Developing a Critical Awareness of Race 21A Pathway to Understanding 25Stumbling and Getting Back Up Again 27Developing a Critical Awareness of Culture 29Developing a Critical Awareness of Intersectionality 33Conclusion 35 3. Inequities in Schools and Classrooms 36 Pushing Kids Out of School 37Limitations of Literacy Curricula and Assessment 40Literacy Teaching Routines and Structures 44Deficit Descriptions and Approaches 46Conclusion 49 4. Racism in Schools and Society 51 The Invention of Race: A Brief History 51The Impact of Racial Categorizations 53Misinterpreting Critical Race Theory and the Need to Address Racism in School 57Literacy Educator Activism: Noticing, Questioning, Challenging 61Conclusion 63 5. Many Literacies and Languages 65 Rethinking Perspectives About Literacy and Language 65Autonomous and Ideological Conceptions of Literacy Revisited 67A Bit of History: The Heath Study 68Critiquing the "Word Gap" Research 70Englishes, Raciolinguistics, and Code-Meshing 71Multilingualism, Dynamic Bilingualism, and Translanguaging 75Conclusion 77 6. Toward Culturally Centered Teaching 79 Meet Cecilia 80Meet Andrea 84Examining Teachers and Teaching Through Advocacy-Focused Frameworks 88Seeing Teachers Within and Beyond Frameworks 93Conclusion 94 7. Toward Critical Teaching 95 Critical Literacy: Questioning Texts and the World 96Meet Jennifer 99Revisiting Andrea 101Youth and Educator Activism 103Revisiting Cecilia 103Meet Burton 104Connecting With Established Organizations 106Conclusion 108 8. Pathways Toward Advocacy-Focused Teaching 110 Noticing Inequities and Envisioning Change 110Noticing Inequities and Forging Change 113Meet Kristin 114Next Steps 118Your Path Begins With You 118Envision and Forge Change 120Putting It All Together 124 References 127 Index 139 About the Authors 145
£27.54
John Wiley & Sons Reimagining Language Instruction New Approaches
Book SynopsisTransform the learning and teaching of language in ways that empower all students to succeed. This book offers insight into how to teach language - a core component of developing skilled readers and writers across all content areas - in ways that value the rich and diverse language assets students bring to the classroom.Trade Review"Teachers receive advice on how to value their students' various linguistic capabilities and to avoid linguicism, which the authors define as 'discrimination based on one's language.' Recommended."—CHOICETable of Contents Contents ForewordRobert T. Jiménez xi Acknowledgments xv 1. Introduction 1 Language Awareness Inquiry 3Conceptions That Promote Equity Versus Misconceptions That Limit Equity 4Chapter 1 Reflection 8 Part I. Individual Inquiry: Dismantling Linguicism 2. Language Hierarchies Versus Language Resources for Learning 13 Chapter 2 Reflection 18Conceptions That Limit Equitable Language Instruction: Language Hierarchies 18Conceptions That Promote Equitable Language Instruction: Approaches That Resist Language Hierarchies 21Closing Thoughts on Valuing Diverse Language Resources for Learning 30Chapter 2 Closing Reflection 30 3. Language as a Dichotomy Versus Language as a Continuum 31 Chapter 3 Reflection 32What Makes a Skilled Language User?: A Continuum Perspective 32The Problem With Binaries in Language Teaching and Use 37A Continuum Perspective to Begin Dismantling Language Hierarchies 41Closing Thoughts on Promoting a Continuum Perspective 43Chapter 3 Closing Reflection 43 Part II. In the Classroom: Practices That Support Linguistic Fluidity 4. Language Beyond Words 47 Chapter 4 Reflection 48Language: The Whole Is More Than The Sum of Its Parts 49Moving Away From Vocabulary-Based Teaching 66Chapter 4 Closing Reflection 69 5. Promoting a Path, Not a Phase 70 Chapter 5 Reflection 70School Text: Challenge and Opportunity 71Classroom Language Conversations Across the Grades 78Conceptualizing Language Awareness Across Grades 88Chapter 5 Closing Reflection 89 Part III. Collective Inquiry: Forging Communities for Equity 6. Taking a Collaborative Approach: Supporting Equitable Language Teaching Through Teams 93 Chapter 6 Reflection 94Collaborating for Equitable Language Teaching 95How Successful Teacher Teams Promote Equity Through Language Teaching 96Forming Teams 114Collaborating With Colleagues Who Focus on a Similar Content Area 114Collaborating With Colleagues Across the Grade Level 115Chapter 6 Closing Reflection 117 7. Taking a Systemic Approach: Improving School Culture Through Collective Inquiry 118 Chapter 7 Reflection 119Creating a Schoolwide Culture of Linguistic Equity 119Learned, Changed, and Built 129A Vision for Equitable Language Teaching 131Final Closing Reflection 132 Glossary 133 References 137 Index 147 About the Authors 153
£27.90
John Wiley & Sons TraumaSensitive Literacy Instruction Building
Book SynopsisHighlights how English Language Arts teachers can design and implement instruction that helps students see that they are supported. The book provides strategies for teaching literacy based on the authors’ extensive knowledge and experience in trauma-sensitive instruction, adolescent literacy, and culturally responsive-sustaining pedagogies.Trade Review"The authors describe the negative effects of trauma and give suggestions to teachers for how they can help without taking on the role of certified school counselors…. They recommend various classroom activities, including using text sets, book clubs, reading conferences, anticipation guides, circles of viewpoints, and writing conferences."—CHOICE "(A)n approachable, actionable, and relevant reference for literacy instructors."—Teachers College RecordTable of Contents Contents (Tentative) Foreword Acknowledgments 1. Introduction What Is Trauma? Trauma in Schools How Does Trauma Influence Learning? How Can Schools Become More Supportive Places? The Purpose of This Book Who are We and Why are We Writing This Book? 2. Three Pillars of Trauma-Sensitive Literacy Instruction The Research Base for This Book Five Pillars of Trauma-Sensitive Literacy Instruction: A Framework 3. Curating Appropriate, High-Quality Literature in TSLI What Does Literature Have to Do With It? Curating Novels to Build Classroom Libraries Conclusion 4. Critical Dialogue and Discussion in TSLI Dialogic Teaching and Critical Literacy Practices 5. Using Writing in TSLI What About Teachers? Should We Be Using Expressive Writing to Support Students Experiencing Trauma? Teaching Writing in Trauma-Sensitive Ways: A Vignette Conclusion 6. Critical Inquiry in TSLI Critical Inquiry as a Trauma-Sensitive Literacy Practice Guiding Principles for Designing Units of Trauma-Sensitive Critical Inquiry Conclusion 7. Hot Moments—Teacher Self Care Handling "Hot Moments" The Emotional Labor of Teaching, Compassion Fatigue, and Compassion Satisfaction Conclusion References Index About the Authors
£27.90
John Wiley & Sons Black Immigrant Literacies
Book SynopsisLearn how to centre, affirm, and develop Black immigrant literacies in ways that allow all youth to engage with and honor their literacies. This book presents a framework to revolutionize teaching in ways that draw on students’ assets for redesigning, rethinking, and reimagining literacy and the English Language Arts curriculum.Table of ContentsContents (Tentative)Foreword Dr. Shondel NeroAcknowledgments and Dedication1. INTRODUCTION The Framework for Black Immigrant LiteraciesAuthentic NarrativesA Call to Teachers, Educators, Schools, and PolicymakersEnvisioning Imaginary Futures with Black Immigrant LiteraciesOverview of the Chapters2. RE-ENVISIONING THE LITERACIES OF BLACK IMMIGRANT YOUTH A Brief History and Demographics of Black Immigrants in the United StatesIntersections Surrounding Black Immigrant Youth as a "New Model Minority"Languaging and Englishes of Black Immigrants: A Selective ReviewPeer interactions in the Black Immigrant Experience(Re)envisioning the Literacies of Black Immigrant YouthSummaryQuestions to Consider3. THE FRAMEWORK FOR BLACK IMMIGRANT LITERACIES Elements of the Black Immigrant Literacies FrameworkIntersectional Lenses Undergirding "Black Immigrant Literacies"Applying the "Black Immigrant Literacies" FrameworkQuestions to Consider4. TEACHING CHLOE, A BLACK JAMAICAN LITERATE IMMIGRANT: ENTANGLEMENTS OF ENGLISHES, RACE, AND MIGRATION Chloe's Authentic Narrative: Entanglements of Englishes, Race, and Migration: 'You'll Never Hear Her Speak, Like Broken'Questions to Consider5. TEACHING ERVIN, A BLACK BAHAMIAN LITERATE IMMIGRANT: FOSTERING PEER INTERACTIONS Ervin's Authentic Narrative: Rac(e)ing Englishes as a Multilingual Migrant: "Talking Like I'm Ghetto"Insights From Ervin's Authentic Narrative"Black Enough" as a Way to BelongQuestions to Consider6. BRIDGING INVISIBLE BARRIERS WITH BLACK IMMIGRANT LITERACIES: BUILDING SOLIDARITY AMONG SCHOOLS, PARENTS, AND COMMUNITIES ParentsSchools and TeachersCommunitySummaryAPPENDIXREFERENCESAbout the Author
£31.35
Teachers College Press Productive not Polarizing
£97.20
Teachers College Press Translanguaging for Emergent Bilinguals
a huge range and FREE tracked UK delivery on ALL orders.
£32.30
Teachers College Press Translanguaging for Emergent Bilinguals
a huge range and FREE tracked UK delivery on ALL orders.
£90.90
MP-SIL Southern Illinois Uni Teaching through the Archives Text Collaboration
Book SynopsisArgues for the critical, intellectual, and social value of archival instruction. Contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships.Table of Contents List of Illustrations and Tables Foreword: The Archives of Epistemic Possibility by Ryan Skinnell Acknowledgments Teaching Rhetoric and Composition through the Archives: Critical Introduction by Wendy Hayden and Tarez Samra Graban Section I. Archives as Text 1. Using the Archives to Teach Slow Research and Create Local Connections by Lisa Mastrangelo 2. Cultivating a Feminist Consciousness in the University Archive by Lisa Shaver 3. Arranging Our Emotions: Archival Affects and Emotional Responses by Jane Greer 4. Creative Storytelling: Archives as Sites for Nonfiction Research and Writing by Katherine E. Tirabassi 5. Assembled Trajectories, Perishable Performances, and Teaching from the Harvard Archives by James Beasley Section II. Archives as Collaboration 6. Internships as Techne: Teaching the Archive through the Museum of Everyday Writing by Jennifer Enoch, Megan Keaton, Ellen Cecil-Lemkin, and Travis Maynard 7. Listening Rhetorically to Build Collaboration and Community in the Archives by Shirley K Rose, Glenn C. W. Newman, and Robert P. Spindler 8. Recursion and Responsiveness: Archival Pedagogy and Archival Infrastructures in the Same Conversation by Jenna Morton-Aiken and Robert Schwegler 9. Tending Archives: Digital Archival Practices and Making the Work of Technical Communicators Visible to Students by Erin Brock Carlson, Michelle McMullin, and Patricia Sullivan 10. Professional Writing for the Archives: Collaboration and Service Learning in a Proposal Writing Class by Jonathan Buehl, Tamar Chute, and Laura Kissel Section III. Archives as Activism 11. Delinking Student Perceptions of Place With/in the University Archive Laura Proszak and Ellen Cushman 12. Archives as Resources for Ethical In(ter)vention in Community-Based Writing Michael-John DePalma 13. Learning to (Re)Compose Identities: Creating and Indexing the JHFE Jewish Kentucky Oral History Repository with Undergraduate Researchers and Jewish Rhetorical Practices by Janice W. Fernheimer, Beth L. Goldstein, Sarah Dorpinghaus, and Douglas A. Boyd 14. “Flagged for Deletion”: Wikipedia, the Federal Writers’ Project and First-Year Composition by Courtney Rivard 15. Is Anyone Sitting Here?: Mirroring Gaillet’s “Survival Steps” in a Community-Based, Justice-Focused Classroom by Jeanne Law-Bohannon and Shiloh Gill Garcia 16. “Loving Blackness” as a First-Year Composition Student Learning Outcome in the Archives by Michelle S. Hite, with Tiffany Atwater, Holly Smith, and Andrea Jackson Afterword: Why Teach through the Archives? by LynÉe Lewis Gaillet and Katherine H. Adams Appendix A: “Creative Storytelling”: Creative Nonfiction Archival Research Project Appendix B: ENC 6700 Studies in Composition Theory Appendix C Appendix D: Spelman College English Composition Shared Student Learning Outcomes Contributors Index
£36.71
Northwestern University Press When Russia Learned to Read Literacy and Popular
Book SynopsisLate Imperial Russia's revolution in literacy touched nearly every aspect of daily life and culture, from social mobility and national identity to the sensibilities and projects of the country's writers. This title tells the story of this profound transformation of culture, custom and belief.Table of ContentsUses of Literacy; Primary Schooling; The Literature of the Lubok; Periodicals, Installment Adventures and Potboilers; Bandits - Ideas of Freedom and Order; Nationalism and National Identity; Science and Superstition; Success; The Educated Response - Literature for the People.
£22.36
University of Pittsburgh Press What It Means to Be Literate
a huge range and FREE tracked UK delivery on ALL orders.
£48.19
University of Pittsburgh Press Pedagogy Disturbing History 18191929 Composition Literacy and Culture
Book SynopsisMariolina Salvatori presents an anthology of documents that examine the evolution of American education in the nineteenth century and meaning of the word pedagogy.Trade ReviewAnyone who is interested in contemporary appropriations of pedagogy-for whatever reason-must take a look at Salvatori's book.... Eye-opening reading.-CCC
£46.10
University of Pittsburgh Press Language Of Experience
Book SynopsisRelying on Gestalt theory, this work describes the relationship between literacy and change in both personal and social situations. It presents historical and contemporary case studies, emphasizing the ways language interacts with perception.
£42.63
University of Pittsburgh Press ReWriting Craft
a huge range and FREE tracked UK delivery on ALL orders.
£38.95
University of Pittsburgh Press The Evolution of College English
£40.50
University of Pittsburgh Press Interests and Opportunities
£38.95
University of Pittsburgh Press Producing Good Citizens
Book SynopsisRecent global security threats, economic instability and political uncertainty have placed great scrutiny on the requirements for U.S. citizenship. The stipulation of literacy has long been one of these criteria. In Producing Good Citizens, Amy J. Wan examines the historic roots of this phenomenon, looking specifically to the period just before World War I, up until the Great Depression.
£42.63
University of Pittsburgh Press South Asian in the MidSouth
Book SynopsisWinner, 2017 CCCC Advancement of Knowledge Award Iswari P. Pandey looks deeply into the South Asian community in Mid-South America to track the migration of literacies, showing how different meaning-making practices are adapted and reconfigured for cross-language relations and cross-cultural understanding.
£42.63
University of Pittsburgh Press On the End of Privacy
Book SynopsisThe Anxiety of Transparency in an Age of Electronic Innovation and Intrusion
£31.05
Association of College & Research Libraries Practicing Privacy Literacy in Academic Librarie
Book SynopsisCovers topics including privacy literacy frameworks; digital wellness; embedding a privacy review into digital library workflows; privacy pedagogy; and promoting privacy literacy and positive digital citizenship through credit-bearing courses, co-curricular partnerships, and faculty development and continuing education initiatives.Table of ContentsDedication Preface Alexandria Chisholm Acknowledgments Introduction Alexandria Chisholm Part I. What Is Privacy Literacy? Chapter 1. Privacy as Respect for Persons: Reimagining Privacy Literacy with the Six Private I’s Privacy Conceptual Framework Sarah Hartman-Caverly and Alexandria Chisholm Chapter 2. Data Is Not a Mirror: A Privacy-Digital Wellness Model as Preservation of the Incomputable Self Alexandria Chisholm Chapter 3. Developing a Privacy Research Lab: Activities and Impact of Prilab Mary Francis and Dustin Steinhagen Part II. Protecting Privacy Chapter 4. Protecting Patron Privacy in Access Services: Looking at the Laws Jamie Marie Aschenbach Chapter 5. Putting Privacy into Practice: Embedding a Privacy Review into Digital Library Workflows Virginia Dressler Chapter 6. Libraries, Privacy, and Surveillance Capitalism: The Looming Trouble with Academia and Invasive Information Technologies Andrew Weiss Part III. Educating About Privacy Chapter 7. The Promise of Theory-Informed Pedagogy: Building a Privacy Literacy Program Alexandria Chisholm and Sarah Hartman-Caverly Chapter 8. Preparing the Next Generation of Privacy Leaders?: The Intersection of Business Ethics and Privacy Education Emily Mross Chapter 9. Our Students Are Online Consumers: Using Privacy Literacy to Challenge Price Discrimination Joshua Becker Chapter 10. Privacy Literacy and Engineering Paul McMonigle and Lori Lysiak Chapter 11. Teaching Privacy Using Learner-Centered Practices in a Credit-Bearing Context Scott W. H. Young and Sara Mannheimer Chapter 12. Amplifying Student Voices: Developing a Privacy Literacy Conversation Melissa N. Mallon and Andrew Wesolek Part IV. Advocating for Privacy Chapter 13. Understanding Student Perspectives on Learning Analytics to Enable Privacy Advocacy and Policy Design Michael R. Perry, Andrew D. Asher, Kristin A. Briney, Mariana Regalado, Abigail Goben, Maura A. Smale, Dorothea Salo, and Kyle M. L. Jones Chapter 14. Building a Culture of Privacy through Collaborative Policy Development Margaret Heller Chapter 15. Privacy Pedagogy: Aligning Privacy Advocacy with Course Design Standards Lindsey Wharton, Liz Dunne, and Adam Beauchamp Chapter 16. What Successful Students Know: Promoting Privacy Literacy and Positive Digital Citizenship through Credit-Bearing Courses and Co-Curricular Partnerships Theresa McDevitt, Crystal Machado, Melissa Calderon, Jaqueline McGinty, Jennifer McCroskey, and Ann Sesti Chapter 17. Lateral Privacy Literacy: Peer-led Professional Privacy Literacy Learning Experiences Sarah Hartman-Caverly Conclusion. Privacy Work is Library Work Sarah Hartman-Caverly About the Authors
£72.00
John Wiley and Sons Ltd Literacy
Book SynopsisThis introduction to the expanding field of literacy studies has been fully revised for the second edition. It explores recent developments and new research that has contributed to our understanding of literacy practices, reflecting on the interdisciplinary growth of the study of reading and writing over the past decade. An introductory textbook on the growing field of literacy studies, fully updated for the new edition Includes new sections detailing recent completed studies of literacy practices, and the use of new technologies Distinguishes between the competing definitions of literacy in contemporary society, and examines the language and learning theories which underpin new views of literacy Now features additional material on cross-cultural perspectives, US-based examples, and information detailing current educational policTrade Review"David Barton is a major player in the rapidly expanding field of literacy studies. In the first edition of Literacy, he brought to the attention of new audiences the research and approaches to literacy signalled by terms such as 'social practice', 'ethnographic', 'situated', and 'embedded' literacies. His own 'ecological' approach provides a coherent and insightful way of bringing together such understandings across many fields. This book will be an invaluable companion to all of those interested in literacy - policy makers, teachers, academics, and journalists - and it will continue to challenge many of the dominant stereotypes with which they otherwise have to work." Brian V. Street, King's College London "I have profited in my own thinking about literacy from this book... It is a marvellous achievement." Michael Cole, University of Californina, San Diego (of the previous edition) Table of ContentsPreface. Preface to first edition. Chapter 1. An Integrated Approach to Literacy. Introduction. Literacy in Everyday Life. The Study of Literacy. Outline of the Book. Chapter 2. Talking About Literacy. Metaphors for Literacy. Theories and Metaphors. Metaphors and thinking. Definitions of Literacy. Literacy Studies. Looking for a metaphor. The ecological metaphor. Chapter 3. The Social Basis of Literacy. Practices and Events. Literacies and Domains. Broader Social Relations. Literacy as Communication. Literacy as Thought. Values and Awareness. Individual History. Social History. Chapter 4. Researching Literacy Practices. Researching Literacy as Social Practice. Research Methods. Local and Community Literacy Practices. Multilingual Literacy Practices. Literacy is Gendered. Workplace Literacy Practices. The Social Patterning of Literacy Practices. Chapter 5. Literacy Embedded in Language. Literacy and Language. From registers to genres and discourses. Texts and intertextuality. Taking Meaning from Texts. Language Mediates. Chapter 6. Configurations of Language. Written and Spoken Language are Different. Continua from Written to Spoken. Configurations of Language. Decontextualized and Explicit?. Chapter 7. Writing Systems and Other Notations. Writing Systems. Comparing writing systems. Other Notations. Chapter 8. Points in History. Introduction. The Archaeology of Literacy. What is writing?. Earlier forms of symbolic representation. Early uses of writing. Literacy and Historical Change. Writing as evolution. Evolution towards the alphabet?. Contact and change. A Social History of Literacy. The development of printing. The development of a literate culture. Chapter 9. The Roots of Literacy. Introduction. Approaches to Learning. Learning to Speak. Chapter 10. Emergent Literacy. Reading to Children. Literacy Events. Writing. Knowing about Literacy. Chapter 11. Public Definitions of Literacy. The Skill of Reading. Writer as Scribe and as Author. The Literary View of Literacy. The Professional Writer. Chapter 12. School Practices. Introduction. What Goes On in Schools. Talk around texts. From home to school. Literacy as Language. Chapter 13. Adults and World Literacy. Introduction. Functional Literacy. Not Literate in a Literate World. Industrialized Countries. Language Issues in Adult Literacy. Chapter 14. Some Implications of an Ecological View. Literacy in Education. Global Literacy. Notes. References. Index.
£89.25
John Wiley and Sons Ltd Literacy
Book SynopsisThis introduction to the expanding field of literacy studies has been fully revised for the second edition. It explores recent developments and new research that has contributed to our understanding of literacy practices, reflecting on the interdisciplinary growth of the study of reading and writing over the past decade. An introductory textbook on the growing field of literacy studies, fully updated for the new edition Includes new sections detailing recent completed studies of literacy practices, and the use of new technologies Distinguishes between the competing definitions of literacy in contemporary society, and examines the language and learning theories which underpin new views of literacy Now features additional material on cross-cultural perspectives, US-based examples, and information detailing current educational policTrade Review"David Barton is a major player in the rapidly expanding field of literacy studies. In the first edition of Literacy, he brought to the attention of new audiences the research and approaches to literacy signalled by terms such as 'social practice', 'ethnographic', 'situated', and 'embedded' literacies. His own 'ecological' approach provides a coherent and insightful way of bringing together such understandings across many fields. This book will be an invaluable companion to all of those interested in literacy - policy makers, teachers, academics, and journalists - and it will continue to challenge many of the dominant stereotypes with which they otherwise have to work." Brian V. Street, King's College London "I have profited in my own thinking about literacy from this book... It is a marvellous achievement." Michael Cole, University of Californina, San Diego (of the previous edition) Table of ContentsPreface. Preface to first edition. Chapter 1. An Integrated Approach to Literacy. Introduction. Literacy in Everyday Life. The Study of Literacy. Outline of the Book. Chapter 2. Talking About Literacy. Metaphors for Literacy. Theories and Metaphors. Metaphors and thinking. Definitions of Literacy. Literacy Studies. Looking for a metaphor. The ecological metaphor. Chapter 3. The Social Basis of Literacy. Practices and Events. Literacies and Domains. Broader Social Relations. Literacy as Communication. Literacy as Thought. Values and Awareness. Individual History. Social History. Chapter 4. Researching Literacy Practices. Researching Literacy as Social Practice. Research Methods. Local and Community Literacy Practices. Multilingual Literacy Practices. Literacy is Gendered. Workplace Literacy Practices. The Social Patterning of Literacy Practices. Chapter 5. Literacy Embedded in Language. Literacy and Language. From registers to genres and discourses. Texts and intertextuality. Taking Meaning from Texts. Language Mediates. Chapter 6. Configurations of Language. Written and Spoken Language are Different. Continua from Written to Spoken. Configurations of Language. Decontextualized and Explicit?. Chapter 7. Writing Systems and Other Notations. Writing Systems. Comparing writing systems. Other Notations. Chapter 8. Points in History. Introduction. The Archaeology of Literacy. What is writing?. Earlier forms of symbolic representation. Early uses of writing. Literacy and Historical Change. Writing as evolution. Evolution towards the alphabet?. Contact and change. A Social History of Literacy. The development of printing. The development of a literate culture. Chapter 9. The Roots of Literacy. Introduction. Approaches to Learning. Learning to Speak. Chapter 10. Emergent Literacy. Reading to Children. Literacy Events. Writing. Knowing about Literacy. Chapter 11. Public Definitions of Literacy. The Skill of Reading. Writer as Scribe and as Author. The Literary View of Literacy. The Professional Writer. Chapter 12. School Practices. Introduction. What Goes On in Schools. Talk around texts. From home to school. Literacy as Language. Chapter 13. Adults and World Literacy. Introduction. Functional Literacy. Not Literate in a Literate World. Industrialized Countries. Language Issues in Adult Literacy. Chapter 14. Some Implications of an Ecological View. Literacy in Education. Global Literacy. Notes. References. Index.
£35.10
Stanford University Press UNESCO and the Fate of the Literary
Book SynopsisA case study of one of the most important global institutions of cultural policy formation, UNESCO and the Fate of the Literary demonstrates the relationship between such policymaking and transformations in the economy. Focusing on UNESCO's use of books, Sarah Brouillette identifies three phases in the agency's history and explores the literary and cultural programming of each. In the immediate postwar period, healthy economies made possible the funding of an infrastructure in support of a liberal cosmopolitanism and the spread of capitalist democracy. In the decolonizing 1960s and '70s, illiteracy and lack of access to literature were lamented as a "book hunger" in the developing world, and reading was touted as a universal humanizing value to argue for a more balanced communications industry and copyright regime. Most recently, literature has become instrumental in city and nation branding that drive tourism and the heritage industry. Today, the agency largely treats high literature as a commercially self-sustaining product for wealthy aging publics, and fundamental policy reform to address the uneven relations that characterize global intellectual property creation is off the table. UNESCO's literary programming is in this way highly suggestive. A trajectory that might appear to be one of triumphant success—literary tourism and festival programming can be quite lucrative for some people—is also, under a different light, a story of decline.Trade Review"Brouillette brings to our attention a signal institution of postwar global culture, one that has been all but entirely ignored in previous studies of world literature. In her impressive and bracingly severe account, UNESCO becomes an institutional lens through which we can see the much larger and more powerful set of economic realities that have shaped our sense of what role literature should play in the world at large."—Mark McGurl, Stanford University"This book adds another dimension to Brouillette's already impressive scholarship on postcolonial literature and the global economic downturn. With bracingly rigorous yet refreshingly traditional methodology, she provides a bravura demonstration of nuanced, non-reductive Marxist analysis."—Stephen Schryer, University of New Brunswick"In her probe of UNESCO's transformations, Sarah Brouillette skewers the complacency of the reading class. Readers of this book, all of whom will be members of this class, will be enlightened, troubled, and perhaps mortified by their participation in the consolations of the literary world, including its most critical and politically aware corners. Brouillette's analysis is both necessary and devastating."—Wendy Griswold, Northwestern University"Sarah Brouillette's excellent new book, UNESCO and the Fate of the Literary, grounds the category of 'world literature' in the only literary institution capable of matching the concept's scale....[Her] book is a powerful argument for the modest power of literature, however long it lasts."—Christopher Findeisen, Los Angeles Review of BooksTable of ContentsIntroduction 1. UNESCO's Collection of Representative Works 2. America's Postwar Hegemony 3. Cultural Policy and the Perils of Development 4. Book Hunger 5. Policy Making for the Creative Industries Today 6. Pirates and Pipe Dreams Conclusion
£86.40
Stanford University Press UNESCO and the Fate of the Literary
Book SynopsisA case study of one of the most important global institutions of cultural policy formation, UNESCO and the Fate of the Literary demonstrates the relationship between such policymaking and transformations in the economy. Focusing on UNESCO's use of books, Sarah Brouillette identifies three phases in the agency's history and explores the literary and cultural programming of each. In the immediate postwar period, healthy economies made possible the funding of an infrastructure in support of a liberal cosmopolitanism and the spread of capitalist democracy. In the decolonizing 1960s and '70s, illiteracy and lack of access to literature were lamented as a "book hunger" in the developing world, and reading was touted as a universal humanizing value to argue for a more balanced communications industry and copyright regime. Most recently, literature has become instrumental in city and nation branding that drive tourism and the heritage industry. Today, the agency largely treats high literature as a commercially self-sustaining product for wealthy aging publics, and fundamental policy reform to address the uneven relations that characterize global intellectual property creation is off the table. UNESCO's literary programming is in this way highly suggestive. A trajectory that might appear to be one of triumphant success—literary tourism and festival programming can be quite lucrative for some people—is also, under a different light, a story of decline.Trade Review"Brouillette brings to our attention a signal institution of postwar global culture, one that has been all but entirely ignored in previous studies of world literature. In her impressive and bracingly severe account, UNESCO becomes an institutional lens through which we can see the much larger and more powerful set of economic realities that have shaped our sense of what role literature should play in the world at large."—Mark McGurl, Stanford University"This book adds another dimension to Brouillette's already impressive scholarship on postcolonial literature and the global economic downturn. With bracingly rigorous yet refreshingly traditional methodology, she provides a bravura demonstration of nuanced, non-reductive Marxist analysis."—Stephen Schryer, University of New Brunswick"In her probe of UNESCO's transformations, Sarah Brouillette skewers the complacency of the reading class. Readers of this book, all of whom will be members of this class, will be enlightened, troubled, and perhaps mortified by their participation in the consolations of the literary world, including its most critical and politically aware corners. Brouillette's analysis is both necessary and devastating."—Wendy Griswold, Northwestern University"Sarah Brouillette's excellent new book, UNESCO and the Fate of the Literary, grounds the category of 'world literature' in the only literary institution capable of matching the concept's scale....[Her] book is a powerful argument for the modest power of literature, however long it lasts."—Christopher Findeisen, Los Angeles Review of BooksTable of ContentsIntroduction 1. UNESCO's Collection of Representative Works 2. America's Postwar Hegemony 3. Cultural Policy and the Perils of Development 4. Book Hunger 5. Policy Making for the Creative Industries Today 6. Pirates and Pipe Dreams Conclusion
£23.39
Brookes Publishing Co Unlocking Literacy: Effective Decoding and
Book SynopsisThe updated second edition of Unlocking Literacy is here—and now pre- and inservice educators will have the very latest research and practical guidance on teaching good reading and spelling skills. Developed for general and special educators of students from prekindergarten to middle school and beyond, the new edition of this bestselling textbook arms teachers with the most recent developments in reading research and shows them how to apply their knowledge in the classroom to help all students learn.
£36.51
Brookes Publishing Co Early Childhood Literacy: The National Early
Book SynopsisWhat are today’s best practices in early literacy instruction—and what should schools and programs focus on in the near future? More than 20 of the biggest names in early literacy research explore the answers in this essential volume for program directors, administrators, and curriculum developers. Using the landmark National Early Literacy Panel (NELP) Report as a starting point, this accessible book breaks the report down into key takeaways, recommends future directions in policy and practice, and tackles emerging issues and new research not addressed in the NELP report. Readers will get balanced, insightful analyses of the latest research on: Identification of early literacy learning needs Phonological awareness and print knowledge Comprehension development Effective book sharing with young children Curriculum-based language interventions The effect of socio-emotional development on academic outcomes Pre-K curricula (including which ones show clear evidence of positive effects) The role of home and parent programs in children’s literacy development Early literacy intervention for young children with special needs A critical volume that sets the stage for positive change, this important book is a must for every leader in early education. Readers will come away with a nuanced understanding of key issues and recommended practices—knowledge they’ll use to drive their decision-making and strengthen early literacy outcomes for young children.
£29.71
Brookes Publishing Co Accelerating Language Skills and Content
Book SynopsisStudents in early childhood settings don’t always get the benefits of shared book reading - a strategy proven to boost language skills and content knowledge. Prepare the next generation of teachers to make the most of shared reading with this accessible textbook, a complete guide to building vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. Field-tested with children in high-poverty school settings, this instructional approach is valuable for any young learners at risk for comprehension difficulties.This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives teachers the know-how they need to accelerate language skills, vocabulary development, and high-priority science and social studies content knowledge for all young children. Ideal for preservice teacher education courses and in-service professional development!This accessible textbook prepares early childhood educators to teach vocabulary-rich science and social studies lessons through shared book reading. Presents a complete framework for boosting language skills and content knowledge.GET TEACHERS READY TO: Use the most effective shared book reading and vocabulary practices Teach new vocabulary while introducing key science and social studies concepts Align vocabulary instruction with content standards and objectives Stimulate and expand children’s oral language abilities via interactive book discussions Implement a framework tested in collaboration with Head Start and preschool teachers Choose their own books and vocabulary words to teach Design lesson plans that get results Build a strong foundation for children’s future success in science and social studies Advance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategies Successfully teach both English language learners and native English speakers PRACTICAL MATERIALS: A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, real-life classroom vignettes with embedded instructional techniques and suggestions, examples of appropriate storybooks and informational texts paired by science or social studies themes, and tools to support teachers’ content vocabulary instruction.
£31.46
Brookes Publishing Co The Power of RTI and Reading Profiles: A
Book SynopsisThis one-of-a-kind text explains why RTI is today’s best approach for preventing reading difficulties—and how research on reading profiles can enhance the power of RTI. For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds). For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.READERS WILL understand why RTI is the best approach for preventing reading difficulties—and why RTI should be used in identification of learning disabilities learn how diverse reading problems can be understood in relation to poor reader profiles discover how to make sound, research-based decisions about core reading curricula, interventions, and RTI practices such as universal screening explore the most effective interventions for key components of reading and language learn to identify and address word recognition difficulties, comprehension difficulties, and “mixed” reading problems involving both decoding and comprehension clarify which skills and knowledge every teacher of reading should have examine ways to better prepare educators to teach at-risk readers PRACTICAL MATERIALS:The case studies and practical examples cover a broad range of reading problems and help make the latest research findings applicable to everyday practice.
£38.21
Brookes Publishing Co Fundamentals of Literacy Instruction &
Book SynopsisPrepare future educators to strengthen the literacy skills of students in Grades 6 – 12 with this introductory reading textbook, based on the latest research, the Common Core Standards, and recommended instructional practices. The perfect first text on adolescent literacy, this expertly organised volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history.More than 20 of today’s top authorities give educators the solid, practical background knowledge they’ll need for the rest of their careers, as they shape the next generation of confident readers and writers. Prepare Future Educators to: Teach the fundamental components of literacy, with special emphasis on fluency, vocabulary, and comprehension Address the Common Core State Standards Prepare students for college and career by teaching literacy in content areas Differentiate instruction for struggling students and English language learners Implement the highly effective RTI model and other multi-tiered systems of support Apply evidence-based instructional strategies in the classroom Use current legislation to inform classroom instruction
£999.99
Modern Language Association of America Beyond Fitting In: Rethinking First-Generation
Book SynopsisGuidance on teaching writing to first-generation college students.Beyond Fitting In interrogates how the cultural capital and lived experiences of first-generation college students inform literacy studies and the writing-centered classroom. Essays, written by scholar-teachers in the field of rhetoric and composition, discuss best practices for teaching first-generation students in writing classrooms, centers, programs, and other environments. The collection considers how first-gen students of different demographics interact with and affect literacy instruction in a variety of public and private, rural and urban schools offering two- or four-year programs, including Hispanic-serving institutions, historically Black colleges and universities, and public research universities. By exploring the experiences of students, teachers, writing program administrators, and writing center directors, the volume gives readers an inside view of the practices and structures that shape the literacy of first-generation students.
£84.75
Information Age Publishing Expanding Literacy Practices Across Multiple
Book SynopsisLiteracy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.Table of Contents Preface Teaching Multimodal Practices to Multilingual Elementary Students through Picture Books Exploring Multimodal Representations of Words in a Fourth-Grade English Language Arts Teacher Guide to Support Emergent Bilinguals’ Vocabulary Instruction Using Multimodal Practices to Support Students’ Access to Academic Language and Content in Spanishand English The Power of Working Together: Research on Collaborative Writing and Implications for Practice Translanguaging Writing Practices and Implications for Multilingual Students Scaffolding Multimodal Composing in the Multilingual Classroom Writing for Social Justice: A Promising Practice for Culturally and Linguistically Diverse Adolescents Contributor Biographies.
£42.46
Information Age Publishing Expanding Literacy Practices Across Multiple
Book SynopsisLiteracy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.Table of Contents Preface Teaching Multimodal Practices to Multilingual Elementary Students through Picture Books Exploring Multimodal Representations of Words in a Fourth-Grade English Language Arts Teacher Guide to Support Emergent Bilinguals’ Vocabulary Instruction Using Multimodal Practices to Support Students’ Access to Academic Language and Content in Spanishand English The Power of Working Together: Research on Collaborative Writing and Implications for Practice Translanguaging Writing Practices and Implications for Multilingual Students Scaffolding Multimodal Composing in the Multilingual Classroom Writing for Social Justice: A Promising Practice for Culturally and Linguistically Diverse Adolescents Contributor Biographies.
£78.20
Information Age Publishing Literacy Instruction for Students with Emotional
Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
£41.95
Information Age Publishing Literacy Instruction for Students with Emotional
Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
£79.00
Brookes Publishing Co Effective Literacy Instruction for Learners with
Book SynopsisWhat are today’s best methods for teaching literacy skills to students with complex support needs—including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. You’ll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You’ll also get the guidance you need to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K–12 increase access to literacy and prepare all learners for successful communication, employment, and community life.WHAT’S NEW• New section on literacy as a human right for all learners (the “why” of instruction) • Chapters on how to design engaging learning environments • Cutting-edge guidance on today’s assistive technology and augmentative and alternative communication • A dedicated chapter on how to use national and state standards in designing instruction• Recommendations for adapting books and other materials to increase all learners’ access• Chapters on combining literacy and the arts to enhance student engagement • More on literacy beyond high school, including community-based learning opportunities
£42.46
Brookes Publishing Co Speech to Print: Language Essentials for Teachers
Book SynopsisFor two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today's classrooms.Filling a critical gap in teacher preparation courses, Speech to Print supplies K-12 educators with in-depth knowledge of the structure and function of language—fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including:- the history of the English language and its effect on spelling- English phonology, including speech sounds and their distinctive features- how print represents speech in English- the morphological aspects of words- syntax and its instruction- how meaning is conveyed with languageThrough case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into how their students should be taught. Ideal for use in pre-service courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities.WHAT'S NEW:- New and expanded practical content on the how of language and reading instruction- New and updated chapter exercises- New faculty support materials- More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention- More accessible, undergraduate-friendly tone and structure- Additional graphics to illustrate key concepts
£40.46
