Literate Systems and Individual Lives

Perspectives on Literacy and Schooling

Inbunden, Engelska, 1991

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This book raises important questions concerning the "shame" of illiteracy. What does it mean to students to be drawn into a world where family and friends cannot follow? Can the same person appear literate and illiterate at the same time? Is literacy, for that matter, an either/or condition? Does it "hurt" to be illiterate in more than one language, more than one culture? To whom can literacy education be a threat instead of a promise?The chapters in this book confront the unknowable implication of joining literate systems, and carry us toward an understanding that can help literacy practitioners and policy-makers at local, national, and international levels to better understand the issues involved in this important area of work.

Produktinformation

Utgivningsdatum1991-07-03
Vikt476 g
FormatInbunden
SpråkEngelska
Antal sidor222
FörlagState University of New York Press
ISBN9780791405130

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Part I - Setting the Stage 1. IntroductionEdward M. Jennings and Alan C. Purves 2. Literacy as Culture: Emic and Etic PerspectivesDaniel Wagner Part II - Literacy from Society's Perspective 3. Literacy, Economic Structures, and Individual and Public Policy IncentivesDouglas M. Windham 4. Literacy and the Politics of LanguagePhilip Foster 5. The Textual Contract: Literacy as Common Knowledge and Conventional WisdomAlan C. Purves Part III - Literacy from the Individual's Perspective 6. Literacy and Individual ConsciousnessF. Nyi Akinnaso 7. Becoming Literate in a Multiethnic SocietyBernardo M. Ferdman 8. Literacy and the Betterment of Individual LifeDonald A. Biggs Part IV - The Dilemma of the School 9. Literacy in the Elementary ClassroomSean A. Walmsley 10. Reconstructing the Classroom: Literacy and the Problem of ChoiceLil Brannon 11. Skills That Aren't Basic in a New Conception of LiteracyCatherine E. Snow and David K. Dickinson Documentation Index

"...a well-written and accessible introduction to issues of concern to individuals in elementary and secondary schooling, adult literacy programs, and college developmental skills departments. It promotes an essential cross-fertilization of ideas and disciplines. The authors reveal a gentle appreciation of the ways in which we take too much for granted. The gentleness, though, enhances the power of the insight." — John Garvey, City University of New York