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This volume makes a timely contribution to our understanding of
literacy as a multi-faceted, complexly situated activity. Each
chapter provides the reader with a fresh perspective into a
different site for literate behaviour, approaches, design and
relationships, and offers an exploration into the use of literacy
theories to inform policy and practice, particularly in regard to
curriculum. Bringing together international experts in the field,
the contributing authors represent a wide variety of theoretical
and research perspectives which cover literacy in various forms,
including: * transformative literacy * survey literacy * academic
literacies * information literacy in the workplace * digital
literacy. Landscapes of Specific Literacies in Contemporary Society
suggests that literacy curriculum needs to evolve from its current
perspective if it is to cater for the demands of the 21st century
contemporary globalised society. The book will be of key interest
to researchers and academics in the fields of education, curriculum
studies and the sociology of education, as well as to policy makers
and literacy specialists.
This book explores the gradual evolution of Adult literacy policy
from the 1970s using philosophical, sociological and economic
frames of reference from a range of perspectives to highlight how
priorities have changed. It also offers an alternative curriculum;
a transformative model that presents a more socially just different
value position.
The notion of what constitutes literacy has shifted over time,
from the de-coding of words where it is placed in the realm of an
individual, cognitive skill to multiple literacies in the 21st
century. This volume makes a timely contribution to our
understanding of literacy as a multi-faceted, complexly situated
activity. The contributing authors represent a wide variety of
theoretical and research perspectives cover literacy in various
forms including transformative literacy, academic literacies and
digital literacy. Each chapter provides the reader with a fresh
perspective into a different site for literate behaviour,
approaches, design and relationships. Presented are illustrations
of ways in which scholars are beginning to respond to the challenge
and also underscore the viability of the concept of literacy for
specific purposes.
Throughout the book contributors argue that literacy curriculum
needs to evolve from its current one-dimensional/discrete
perspective if it is to cater for the demands of the 21st century
contemporary globalised society. This book will therefore interest
researchers and academics in the field."
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