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Latin American Literacy and Numeracy Studies (LALNS) are fairly
unknown in other parts of the world. This book charts new
directions in LALNS and explores the relationship between these
studies and international perspectives. Calling upon social
practice approaches, New Literacy Studies, sociolinguistics,
discourse analysis and other paradigms, the contributors identify
both convergent and divergent literacy and numeracy issues within
the region as well as beyond the Latin American context. Literacy
and Numeracy in Latin America moves the field forward by bringing
LALNS into wider focus and helping readers to understand the
synergy with work from other perspectives and from other parts of
the world and the implications for theory and practice. A lack of
translated work until now between Latin America and, in particular,
the UK, US, and Europe, has meant that such important overlaps
between areas of study have gone unappreciated. In this way this
volume is the first of its kind, a significant and original
contribution to the field.
Latin American Literacy and Numeracy Studies (LALNS) are fairly
unknown in other parts of the world. This book charts new
directions in LALNS and explores the relationship between these
studies and international perspectives. Calling upon social
practice approaches, New Literacy Studies, sociolinguistics,
discourse analysis and other paradigms, the contributors identify
both convergent and divergent literacy and numeracy issues within
the region as well as beyond the Latin American context. Literacy
and Numeracy in Latin America moves the field forward by bringing
LALNS into wider focus and helping readers to understand the
synergy with work from other perspectives and from other parts of
the world and the implications for theory and practice. A lack of
translated work until now between Latin America and, in particular,
the UK, US, and Europe, has meant that such important overlaps
between areas of study have gone unappreciated. In this way this
volume is the first of its kind, a significant and original
contribution to the field.
New Literacies and Teacher Learning examines the complexities of
teacher professional development today in relation to new
literacies and digital technologies, set within the wider context
of strong demands for teachers to be innovative and to improve
students' learning outcomes. Contributors hail from Argentina,
Australia, Canada, Finland, Mexico, Norway, and the U.S., and work
in a broad range of situations, grade levels, activities, scales,
and even national contexts. Projects include early year education
through to adult literacy education and university contexts,
describing a range of approaches to taking up new literacies and
digital technologies within diverse learning practices. While the
authors present detailed descriptions of using various digital
resources like movie editing software, wikis, video conferencing,
Twitter, and YouTube, they all agree that digital "stuff" - while
important - is not the central concern. Instead, what they
foreground in their discussions are theory-informed pedagogical
orientations, collaborative learning theories, the complexities of
teachers' workplaces, and young people's interests. Thus, a key
premise in this collection is that teaching and learning are about
deep engagement, representing meanings in a range of ways. These
include acknowledging relationships and knowledge; thinking
critically about events, phenomena, and processes; and
participating in valued social and cultural activities. The book
shows how this kind of learning doesn't simply occur in a one-off
session, but takes time, commitment, and multiple opportunities to
interact with others, to explore, play, make mistakes, and get it
right.
New Literacies and Teacher Learning examines the complexities of
teacher professional development today in relation to new
literacies and digital technologies, set within the wider context
of strong demands for teachers to be innovative and to improve
students' learning outcomes. Contributors hail from Argentina,
Australia, Canada, Finland, Mexico, Norway, and the U.S., and work
in a broad range of situations, grade levels, activities, scales,
and even national contexts. Projects include early year education
through to adult literacy education and university contexts,
describing a range of approaches to taking up new literacies and
digital technologies within diverse learning practices. While the
authors present detailed descriptions of using various digital
resources like movie editing software, wikis, video conferencing,
Twitter, and YouTube, they all agree that digital "stuff" - while
important - is not the central concern. Instead, what they
foreground in their discussions are theory-informed pedagogical
orientations, collaborative learning theories, the complexities of
teachers' workplaces, and young people's interests. Thus, a key
premise in this collection is that teaching and learning are about
deep engagement, representing meanings in a range of ways. These
include acknowledging relationships and knowledge; thinking
critically about events, phenomena, and processes; and
participating in valued social and cultural activities. The book
shows how this kind of learning doesn't simply occur in a one-off
session, but takes time, commitment, and multiple opportunities to
interact with others, to explore, play, make mistakes, and get it
right.
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