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This book explores the conceptual framework, opportunities for
learning, as a transaction between literacy learners, mediating
agents, and the literacy content to be learned within social,
cultural, and historical contexts. With contributions from top
scholars from around the world, the chapters in this book provide a
window into the varied ways learners, their families, educators,
and researchers have co-constructed opportunities for learning in a
range of PK-12 classrooms, community settings, and university
classrooms across the globe. Building on decades of existing
scholarship, contributors conceptualize literacy as social practice
and discuss a variety of literacies—including engineering
literacies, community literacies, and bilingual and multicultural
literacies and more—through real-world and insightful examples.
By situating literacy learning in the complex social, cultural, and
historical contexts in which students, teachers, and families live
and work, chapter authors provide nuanced, qualitative, and deeply
profound views of literacy learning. Critical and informative, with
a myriad of examples on co-constructed opportunities for learning,
this volume is an essential text for graduate courses on literacy
education, and for literacy researchers, teacher educators, and
teachers.
This book explores the conceptual framework, opportunities for
learning, as a transaction between literacy learners, mediating
agents, and the literacy content to be learned within social,
cultural, and historical contexts. With contributions from top
scholars from around the world, the chapters in this book provide a
window into the varied ways learners, their families, educators,
and researchers have co-constructed opportunities for learning in a
range of PK-12 classrooms, community settings, and university
classrooms across the globe. Building on decades of existing
scholarship, contributors conceptualize literacy as social practice
and discuss a variety of literacies—including engineering
literacies, community literacies, and bilingual and multicultural
literacies and more—through real-world and insightful examples.
By situating literacy learning in the complex social, cultural, and
historical contexts in which students, teachers, and families live
and work, chapter authors provide nuanced, qualitative, and deeply
profound views of literacy learning. Critical and informative, with
a myriad of examples on co-constructed opportunities for learning,
this volume is an essential text for graduate courses on literacy
education, and for literacy researchers, teacher educators, and
teachers.
This book offers a comprehensive report on a three-year,
cross-cultural, critical participatory action research study,
conducted in children's homes and communities in Fiji. This project
contributed to building sustainable local capacity in communities
without access to early childhood services, so as to promote
preschool children's literacy development in their home languages
and English. The book includes rich descriptions of the young
children's lived, multilingual literacy practices in their home and
community contexts. This work advances research-based practices for
fostering young children's multilingual literacy and building
community capacity in a post-colonial Pasifika context; further, it
shares valuable insights into processes and complexities that are
inherent to multiliteracy and cross-cultural research.
This book offers a comprehensive report on a three-year,
cross-cultural, critical participatory action research study,
conducted in children's homes and communities in Fiji. This project
contributed to building sustainable local capacity in communities
without access to early childhood services, so as to promote
preschool children's literacy development in their home languages
and English. The book includes rich descriptions of the young
children's lived, multilingual literacy practices in their home and
community contexts. This work advances research-based practices for
fostering young children's multilingual literacy and building
community capacity in a post-colonial Pasifika context; further, it
shares valuable insights into processes and complexities that are
inherent to multiliteracy and cross-cultural research.
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