What's the problem with literacy at college? How might everyday
literacy be harnessed for educational ends?
Based on the first major study of literacy practices in colleges
in the UK, this book explores the reading and writing associated
with learning subjects across the college curriculum. It
investigates literacy practices in which students engage outside of
college, and teaching and learning strategies through which these
can help support the curriculum. With insightful analyses of
innovative practices, it considers ways of changing teaching
practices to enable students to draw upon their full potential.
Recent research work has challenged the myth of individual
student deficit, arguing cogently that people have funds of
knowledge from diverse and vibrant cultural roots, and that these
have been misguidedly disqualified by the education system. It has
claimed that different ways with words can provide valuable
resources for learning. However, the empirical exploration of this
claim has lagged far behind the theoretical debate. Improving
Learning in College resolves this by showing the integrity and
richness of the literacy practices of a significant population, not
previously the focus of such research: those who take vocational
and academic college courses in colleges. It addresses an issue
which has not until now been developed within this research
tradition: that of how these practices can not only be valued and
validated, but mobilised and harnessed to enhance learning in
educational settings.
This book will interest all teachers, teacher-educators and
researchers concerned with post-compulsory education and vocational
education in compulsory schooling.
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