In Readers and Reading Culture in the High Roman Empire, William Johnson examines the system and culture of reading among the elite in second-century Rome.
During a time of increased book banning and censoring, of scrutiny of the word critical, andeven calls for surveillance of K12 teachers, the burgeoning field of critical media literacy is moreimportant than ever.
This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts.
This book draws on original research and a language based pedagogy approach to examine how secondary schools in the UK can devise and implement coherent language and literacy across curriculum policies and strategies, so that grammar and associated metalanguage becomes an integral part of their day to day curriculum practices.
Designed to introduce visual literacy to instructional librarians, this book shows librarians how to make visual literacy relevant and engaging by framing it as a digital skill.
Mapping Information Landscapes presents the first in-depth study of the educational implications of the idea of information literacy as 'the capacity to map and navigate an information landscape'.
Language, Literacy, and Learning in STEM Education brings together a range of applied linguistic researchers and projects that address the interface among language studies, science, engineering, and education.
Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners offers deep insights into the lives of marginalised communities and the link between learning, literacy and violence, not previously carried out in-depth in a small scale study.
Grounded in current research and theory, this practical book guides program leaders and staff developers to design and implement engaging professional development and coaching approaches.
Das Buch umfasst neben einer Biografie des Verlegers und Kinobetreibers Karl Wolffsohn, einem bisher ungenügend beachteten Förderer der Film- und Varietékultur in der Weimarer Republik, auch Portraits ausgewählter Firmen seines Konzerns.
This collection highlights the diverse ways comics and graphic novels are used in English and literature classrooms, whether to develop critical thinking or writing skills, paired with a more traditional text, or as literature in their own right.
This book provides essential coaching tools to support teachers in planning and implementing instruction aligned with the Common Core State Standards (CCSS).
The authors show how English teachers can think and plan using a restorative justice lens to address issues of student disconnection and alienation; adult and youth well-being in schools; and inequity and racial justice through writing, reading, speaking, and action.
Now in a revised and updated fourth edition incorporating current advances in research and instructional practices, this well-established text accessibly introduces prominent theories and models related to reading.
This book provides a comprehensive and up-to-date overview of the literature on home literacy environment and its association with literacy skills in different languages and contexts.
This book draws on applied linguistics and literary studies to offer concrete means of engaging with vernacular language and literature in secondary and college classrooms.
This book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS).
Ann Banfield analiza la obra de Virginia Woolf en relación con la filosofía de Bertrand Russell y la teoría del arte de Roger Fry, el crítico que abrió las puertas al postimpresionismo y, con él, al modernismo en Londres.
This collection brings together different perspectives on post-traumatic stress, considering its causes, its impact on different groups, and ways forward toward equipping speech-language clinicians, educators, and scholars to better understand and support the individuals and communities with which they work.
Rhetorical Ecologies invites you on a transformative journey through the history of writing and rhetoric studies adoption of ecology, situating this history in rich discussions about:the potential that ecology holds for rhetoric and writing studies;the untapped potential of ecology in fostering inclusive, equitable, and justice-oriented approaches to rhetorical inquiry; andthe diverse and dynamic nature of rhetoric ecologies.
Synthesizing the best current knowledge about early literacy, this comprehensive handbook brings together leading researchers from multiple disciplines.
This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners' experiences.
This comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation.
This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education.
Drawing on a multidisciplinary approach integrating insights from conversation analysis, narrative analysis, and narratology, this book theorizes teaching around narrative prose in each level of education, with a focus on a new framework of Pedagogic Literary Narration which emphasizes the practice of shared novel reading and the importance of the role of the teacher in mediating this practice.
This book brings together an international group of literacy studies scholars who have investigated mobile literacies in a variety of educational settings.
One key measure of a country's status in the world is the literacy of its people; at the same time, global migration has led to increased interest in bilingualism and foreign language learning as topics of research.
The rise of New Literacy Studies and the shift from studying reading and writing as a technical process to examining situated literacies-what people do with literacy in particular social situations-has focused attention toward understanding the connections between reading and writing practices and the broader social goals and cultural practices these literacy practices help to shape.
