This handbook marks the transformation of the topic of literacy from the narrower concerns with learning to read and write to an interdisciplinary enquiry into the various roles of writing and reading in the full range of social and psychological functions in both modern and developing societies. It does so by exploring the nature and development of writing systems, the relations between speech and writing, the history of the social uses of writing, the evolution of conventions of reading, the social and developmental dimensions of acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions of literacy as a set of social practices. Contributors to the volume are leading scholars drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the neurosciences, cultural psychology, and education.

Literacy - the ability to produce and interpret written text - has long been viewed as the basis of all school achievement; a measure of success that defines both an 'educated' person, and an educable one. In this volume, a team of leading experts raise questions central to the acquisition of literacy. Why do children with similar classroom experiences show different levels of educational achievement? And why do these differences in literacy, and ultimately employability, persist? By looking critically at the western view of a 'literate' person, the authors present a new perspective on literary acquisition, viewing it as a socially constructed skill, whereby children must acquire discourse strategies that are socially 'approved'. This extensively-revised second edition contains an updated introduction and bibliography, and each chapter has been re-written to account for the most recent research. Groundbreaking and revealing, this volume will continue to have far-reaching implications for educational theory and practice.

Rooted in examples from their own and others' classrooms, the authors offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools. Each chapter explores a key dimension of antiracist literature teaching and learning, including designing literature-based units that emphasize racial literacy, selecting literature that highlights voices of color, analyzing Whiteness in canonical literature, examining texts through a critical race lens, managing challenges of race talk, and designing formative assessments for racial literacy and identity growth.Book Features: Specific classroom scenarios and transcripts of race-related challenges that teachers will recognize to help situate suggested strategies Sample racial literacy objectives, questions, and assessments to guide unit instruction. A literature-based unit that addresses societal racism in A Raisin in the Sun. Assignments for exploring Whiteness in the teaching of The Adventures of Huckleberry Finn. Questions teachers can use to examine To Kill a Mockingbird through a critical race lens. Techniques for managing difficult moments in whole group discussions. Collaborative glossary and exploratory essay assignments to build understanding of race-based concepts and racial identity development.

Providing all students, particularly those with learning disabilities, with the skills necessary to succeed in school and, by extension, the real world is vital in today's educational landscape. Due to this need, innovative language and literacy tools have been developed to support these students in their learning endeavors and ensure they are receiving the best education possible. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum covers the root causes of the language and learning challenges in autism, their consequences for language acquisition and literacy, and a variety of tools and strategies for addressing them, from teaching technologies to assistive technologies. Drawing on what the most current evidence shows about the nature of autism and which therapies and technologies are most successful, the book reviews the efficacy of existing language therapies, literacy strategies, and assistive technologies. Covering topics such as speech deficits, language learning, comprehension, and assistive communication tools, this reference work is ideal for clinicians, behavioral specialists, speech-language pathologists, special educators, researchers, academicians, practitioners, scholars, educators, and students.

Dieser Band gibt die Referate auf einem Kolloquium wieder, das die Nord- rhein-Westfalische Akademie der Wissenschaften mit Unterstutzung der Gerda Henkel Stiftung am 17. und 18. Februar 1994 in den Raumen des Universi- tatsclub Bonn abgehalten hat. Die Klasse fur Geisteswissenschaften hatte die Veranstaltung beschlossen, um den im Auftrag der Monumenta Germaniae Historica unter der Leitung von Professor Dr. Peter Johanek in Munster be- triebenen Forschungen mit dem Ziel einer kritischen Gesamtausgabe der Urkunden Kaiser Ludwigs des Frommen (814-840), die als Langfristprojekt der Akademie vorgesehen sind, ihre Unterstutzung zu gewahren und zugleich die Arbeiten in einem thematisch weiter gefassten Rahmen mit eingeladenen Sachkennern zu eroertern. Dazu bot sich als leitender Gesichtspunkt an, die Herrscherurkunden als Ausdruck einer umfassenderen Schriftkultur zu be- greifen, die unter den Karolingern ihren ersten nachantiken Hoehepunkt erlebte. Die Referate schreiten demgemass in ihrer Anordnung von den allgemeinen bildungs- und schriftgeschichtlichen Voraussetzungen uber einzelne Felder zeitgenoessischer Schriftlichkeit zu den speziellen Aspekten der Diplomatik voran. Nachdem die Autoren ihre Beitrage unter Einbeziehung der in Bonn ge- fuhrten Aussprachen mit Fussnoten versehen und zum Teil auch inhaltlich erweitert hatten, wurde das Manuskript am 19. April 1995 auf Vorlage von Professor Dr. Erich Meuthen, dem Vorsitzenden der Kommission fur die Monumenta Germaniae Historica, von der Klasse fur Geisteswissenschaften zum Druck angenommen. Die redaktionelle Betreuung lag bei Dr. Martina Stratmann, der auch fur die Register zu danken ist. Munchen, im Dezember 1995 Rudolf SchieHer Abkurzungs-und Siglenverzeichnis Abh.

A practical and innovative guide to emphasizing literacies development when teaching world languages Literacies in Language Education introduces multiliteracies pedagogy, which focuses on critical engagement with texts, intercultural understanding, and language proficiency development. Kate Paesani and Mandy Menke, seasoned workshop leaders and multiliteracies scholars, define what the approach is, its benefits, and how to create curricula grounded in it. In addition, they explain how to use the approach at all levels of language education and offer ideas for teacher professional development-each key components of pedagogical change. Melding text- and language-oriented learning goals, the authors embrace an expanded understanding of literacy to capture the dynamism of language and its contexts of use; the importance of preparing students to interact with the range of texts they will encounter in their academic, workplace, and personal lives; and the multicultural and multilingual landscape of secondary and postsecondary language classrooms. Literacies in Language Education presents teachers with a tested approach for increasing learners' proficiency and cultural awareness, along with practical implementation methods. This book provides teachers and program administrators with immediate steps to take toward designing and implementing a literacies approach in any language class and curriculum. Published in partnership with CARLA.

This book examines the progress of literacy in ancient Greece from its origins with the introduction of the alphabet in the eighth century to the fourth century, when the major cultural institutions of Athens became totally dependent on alphabetic literacy. Professor Robb introduces much new evidence and re-evaluates older evidence to demonstrate that early Greek literacy can only be understood in terms of the rich oral culture that immediately preceded it, one that was dominated by the oral performance of epical verse, or "Homer". The eventual dependence of Athenian democratic institutions, notably law and higher education, on the technology of writing contributed to the "miracle" of Greece.

Cross-Cultural Approaches to Literacy, investigates the meanings and uses of literacy in different cultures and societies. In contrast to previous studies, where the focus of research has been on aspects of cognition, education and on the economic 'consequences' of literacy, these largely ethnographic essays bring together anthropological and linguistic work written over the last ten years. Accounts of literacy practices in a variety of locations, including Great Britain, the United States, Africa, the South Pacific and Madagascar, illustrate how these practices vary from one context to another, and challenge the traditional view that literacy is a single, uniform skill, essential to functioning in a modern society.

Brian Street's volume investigates the meanings and uses of literacy in different cultures and societies. These largely ethnographic essays bring together anthropological and linguistic work written over the past ten years by anthropologists and sociolinguists. Accounts of literacy practices vary from one context to another, and challenge the view that literacy is a single, uniform skill, essential to functioning in a modern society. The conclusions reached will be crucial for future researchers, and of interest to educators, developers and practitioners in the field.