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.

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.

Using a dialogue format, contributors to this collection of essays outline key issues in the cultural history of medieval women. Many of the essays in this volume provide compelling evidence that women in Late Antiquity and the Middle Ages achieved an accomplished form of literacy, and became actively involved in literary networks of textual production and exchange. These essays also present new research on questions of the literacy and authorship of historical women. In so doing they demonstrate that medieval women, like many medieval men, did not read and write in isolation, but were surrounded and assisted by both male and female colleagues. The issue of women's ministry is another key theme addressed in this volume. Contributors examine the conditions under which women's spiritual leadership could extend to male-designated roles and mixed audiences. Several essays also address the ways in which late medieval religious women, though hampered by severe official legislation, managed to appropriate to themselves a surprising range of supposedly forbidden ecclesiastical roles. Voices in Dialogue challenges the historical and literary work of modern medieval scholars by questioning traditionally accepted evidence, methodologies, and conclusions. It will push those engaged in the field of medieval studies to reflect upon the manner in which they conceive, write, and teach history, as it urges them to situate historical women prominently within the intellectual and spiritual culture of the Middle Ages.

Latina Leadership focuses on the narratives, scholarly lives, pedagogies, and educational activism of established and emerging Latina leaders in K-16 educational environments. As the first edited collection foregrounding the voices of Latina educators who talk back to, with, and for themselves and the student communities with whom they work, this volume highlights the ways in which these leaders shape educational practices. Contributors illustrate, through their grounded stories, how they navigate institutionalized oppression while sustaining themselves and their communities both in and outside of the academy. The collection also outlines the many identities embedded within the term ""Latina,"" showcasing how Latina scholars grapple with various experiences while seeking to remain accountable to each other and to their families and communities. This book serves as a model and a source of support for emerging Latina leaders who can learn from the stories shared in this volume.

Drawing together Smagorinsky's extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers' pedagogical concepts are shaped by a variety of influences. Challenging popular thinking about the binary roles of teacher education programs and school-based experiences in the process of learning to teach, Smagorinsky illustrates, through case studies in the disciplines of English and the Language Arts, that teacher education programs and classroom/school contexts are not discrete contexts for learning about teaching, nor are each of these contexts unified in the messages they offer about teaching. He explores the tensions, not only between these contexts and others, but within them to illustrate the social, cultural, contextual, political and historical complexity of learning to teach. Smagorinsky revisits familiar theoretical understandings, including Vygotsky's concept development and Lortie's apprenticeship of observation, to consider their implications for teachers today and to examine what teacher candidates learn during their teacher education experiences and how that learning shapes their development as teachers.