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* Presents a new framework for understanding literacy and
digitalization, to bring together multiple schools of thought, from
critical literacy to new literacies to multiliteracies * Connects
interdisciplinary fields such as embodied cognition, sociology of
education, digital literacy * New scholarship from famous literacy
scholars Kathy A. Mills and Len Unsworth
* Presents a new framework for understanding literacy and
digitalization, to bring together multiple schools of thought, from
critical literacy to new literacies to multiliteracies * Connects
interdisciplinary fields such as embodied cognition, sociology of
education, digital literacy * New scholarship from famous literacy
scholars Kathy A. Mills and Len Unsworth
Boys, Masculinities and Reading explores elementary students'
interpretations of their experiences of reading and the contextual
influences that impact those experiences. While research continues
to highlight the apparent systematic underperformance of boys in
comparison to girls on national and international reading
benchmarks, this text moves beyond broad generalizations to
consider complexities inherent in notions of masculinity and
associated tensions. Applying a socio-cultural perspective, Scholes
highlights the voices of boys and girls by focusing on their
reading experiences. Examining the perceived, generalized "crisis"
of boys' underperformance in reading and literacy, Scholes
identifies the factors that shape perceptions of masculinity among
different groups of boys across the globe.
There is strong social and political interest in active citizenship
and values in education internationally. Active citizenship
requires children to experience and internalize moral values for
human rights, developing their own opinions and moral
responsibility. While investment in young children is recognised as
an important factor in the development of citizenship for a
cohesive society, less is known about how early years teachers can
encourage this in the classroom. This book will present new
directions on how teachers can promote children's learning of moral
values for citizenship in classrooms. The research provided offers
important insights into teaching for active citizenship by: *
providing an analysis of educational contexts for moral values for
active citizenship * highlighting teachers' beliefs about knowing
and knowledge (personal epistemologies) and how these relate to
children's learning and understanding about social and moral values
* discussing the impact of teachers' beliefs on teaching practices.
Evidence suggests that investment in the early years is vital for
all learning, and specifically for developing an understanding of
active citizenship for tolerant and cohesive societies. This book
will be essential reading for the professional education of early
years teachers interested in teaching for active citizenship.
Boys, Masculinities and Reading explores elementary students'
interpretations of their experiences of reading and the contextual
influences that impact those experiences. While research continues
to highlight the apparent systematic underperformance of boys in
comparison to girls on national and international reading
benchmarks, this text moves beyond broad generalizations to
consider complexities inherent in notions of masculinity and
associated tensions. Applying a socio-cultural perspective, Scholes
highlights the voices of boys and girls by focusing on their
reading experiences. Examining the perceived, generalized "crisis"
of boys' underperformance in reading and literacy, Scholes
identifies the factors that shape perceptions of masculinity among
different groups of boys across the globe.
There is strong social and political interest in active citizenship
and values in education internationally. Active citizenship
requires children to experience and internalize moral values for
human rights, developing their own opinions and moral
responsibility. While investment in young children is recognised as
an important factor in the development of citizenship for a
cohesive society, less is known about how early years teachers can
encourage this in the classroom. This book will present new
directions on how teachers can promote children's learning of moral
values for citizenship in classrooms. The research provided offers
important insights into teaching for active citizenship by: *
providing an analysis of educational contexts for moral values for
active citizenship * highlighting teachers' beliefs about knowing
and knowledge (personal epistemologies) and how these relate to
children's learning and understanding about social and moral values
* discussing the impact of teachers' beliefs on teaching practices.
Evidence suggests that investment in the early years is vital for
all learning, and specifically for developing an understanding of
active citizenship for tolerant and cohesive societies. This book
will be essential reading for the professional education of early
years teachers interested in teaching for active citizenship.
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