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Negotiating Spaces for Literacy Learning

Negotiating Spaces for Literacy Learning Author Mary Hamilton
ISBN-10 9781472587473
Release 2015-05-21
Pages 272
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Negotiating Spaces for Literacy Learning addresses two paradoxical currents that are sweeping through the contemporary educational field. The first is the opening up of possibilities for multimodal communication as a result of developments in digital technologies and the sensitivity to multiliteracies. The second is the increasing pressure from standardised testing, accountability and performance measurement which pull curricular and pedagogical practices out of alignment with the everyday informal practices and interests of teachers and learners and narrow opportunities for diverse expressions of literacy. Bringing together an international team of scholars to examine the tensions and struggles that result from the current educational climate, the book provides a much-needed discussion of the intersection of technologies of literacies, education and self. It does so through diverse approaches, including philosophical, theoretical and methodological treatments of multimodality and governmentality, and a range of literacies - early years, primary school, workplace, digital, middle school, secondary school, indigenous, adult and place. With examples taken from all stages of education and in several countries, the book allows readers to explore a range of multimodal practices and the ways in which governmentality plays out across them.



The Use of Children s Literature in Teaching

The Use of Children s Literature in Teaching Author Alyson Simpson
ISBN-10 9781134661459
Release 2016-03-22
Pages 178
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The Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers. It places renewed emphasis on the importance of creative teaching with children’s literature for the empowerment of teacher agency to enhance the learning of their students. Framing the debate alongside the issue of teacher autonomy, Simpson describes results from a two-year study, which brings together information from interviews, surveys, document analysis and digital stories from Australia, Canada, the UK and the US to assess the role of children’s literature in pre-service teacher education. Through cross-cultural comparison, this research captures the different levels of connection between politics, education systems, higher education and pre-service teachers. It exposes how politics, narrow views of professionalism and program structures in teacher education may adversely affect the development of pre-service teachers. This book presents a strong case that reading and responding critically to literary texts leads to better educational outcomes than basic decoding and low-level comprehension training. As such, this book will be of great interest to researchers and scholars working in the areas of teacher education and literacy and primary education. It should also be essential reading for teacher educators and policymakers.



Multimodal Perspectives of Language Literacy and Learning in Early Childhood

Multimodal Perspectives of Language  Literacy  and Learning in Early Childhood Author Marilyn J. Narey
ISBN-10 9783319442976
Release 2017-01-03
Pages 330
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Our image-rich, media-dominated culture prompts critical thinking about how we educate young children. In response, this volume provides a rich and provocative synthesis of theory, research, and practice that pushes beyond monomodal constructs of teaching and learning. It is a book about bringing “sense” to 21st century early childhood education, with “sense” as related to modalities (sight, hearing), and “sense” in terms of making meaning. It reveals how multimodal perspectives emphasize the creative, transformative process of learning by broadening the modes for understanding and by encouraging critical analysis, problem solving, and decision-making. The volume’s explicit focus on children’s visual texts (“art”) facilitates understanding of multimodal approaches to language, literacy, and learning. Authentic examples feature diverse contexts, including classrooms, homes, museums, and intergenerational spaces, and illustrate children’s “sense-making” of life experiences such as birth, identity, environmental phenomena, immigration, social justice, and homelessness. This timely book provokes readers to examine understandings of language, literacy, and learning through a multimodal lens; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning;” and underscores the production and interpretation of visual texts as meaning making processes that are especially critical to early childhood education in the 21st century.



An Introduction to Critical Discourse Analysis in Education

An Introduction to Critical Discourse Analysis in Education Author Rebecca Rogers
ISBN-10 9781136861475
Release 2011-04-06
Pages 336
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Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies – discourse analysis, critical discourse analysis, and multimodal discourse analysis -- through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included – to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies. This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods. NEW! Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis.



Effective Early Literacy Practice

Effective Early Literacy Practice Author Andrea DeBruin-Parecki
ISBN-10 STANFORD:36105131782398
Release 2008-01
Pages 168
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The concise guide to putting the research on how children learn to read into practice in real preschool classrooms



Multimodal Transport Law

Multimodal Transport Law Author Marian Hoeks
ISBN-10 9789041132468
Release 2010
Pages 530
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Due to the fact that no attempt to create uniform law for multimodal carriage has as yet met with success, transport law has no adequate means to create certainty as to the legal consequences of any loss, damage or delay of cargo resulting from multimodal carriage contracts. A fragmented, complex and inconsistent liability patchwork - which involves regional, subregional and national laws usually focused on unimodal transport, supplemented by contractual standard rules created by the industry - serves as an international liability framework. The consequence of this state of affairs is that the applicable liability rules vary greatly from case to case and give rise to uncertainty concerning the extent of a multimodal carrier's liability in a given situation. Indeed, according to a 2003 UNCTAD survey, most parties involved in the transport industry do not consider the existing legal framework for multimodal transportation to be satisfactory or even cost-effective. Now, progressing through an in-depth analysis of the exact nature of the international multimodal carriage contract, this important study assesses how the most advantageous law applicable to a multimodal contract may be uncovered. Using the ideas, legislation and case law on multimodal carriage in the legal systems of Germany, The Netherlands and England to anchor her presentation, the author offers a thorough investigation of the existing framework of carriage law, the applicable rules of private international law, and the options provided by choice of law based on contractual conditions. In the course of the analysis all essential issues are scrutinized, including the following: * whether the modes of transport to be used may be left open by the contract; * time bars on protest and litigation and when they commence; * carriage documentation; * liability of the carrier for subcontractors; * planning for 'friction costs'; * rules on jurisdiction and the resulting forum shopping practice; * instances where conventions overlap, or when no existing carriage regime applies; * damage or loss that occurs at the point where one unimodal regime ends and another begins; * damage or loss brought about by multiple causes; and * rights and obligations attached to delivery. No comparable treatise exists on which rules may govern international multimodal contracts for the carriage of goods and under what conditions they will do so, and this book is thus an indispensable asset to the work of any practitioner or official connected with international transport. In addition, the author presents a detailed review of the various drafts and propositions that have been on offer in recent years, and submits a well-thought-out proposal for a set of multimodal transport rules to alleviate the difficulties that currently plague this area of carriage law.



A Pedagogy of Multiliteracies

A Pedagogy of Multiliteracies Author Bill Cope
ISBN-10 9781137539724
Release 2016-04-29
Pages 309
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The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.



Constructivist Education in an Age of Accountability

Constructivist Education in an Age of Accountability Author David W. Kritt
ISBN-10 9783319660509
Release 2018-01-16
Pages 351
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This book contrasts authentic approaches to education with classroom practices based primarily on standards external to the individuals who are supposed to learn. While other books tend to promote either a desperate scramble for meeting standards or determined resistance to neoliberal reforms, this book fills that gap in ways that will inspire practitioners, prospective teachers, and teacher educators. Mandates pay only lip service to constructivist and social constructivist principles while thwarting the value of both students and teachers actively creating understandings. Authors in this book assert the central importance of a range of constructivist approaches to teaching, learning, and thinking, inviting careful reflection on the goals and values of education.



Self Representation and Digital Culture

Self Representation and Digital Culture Author N. Thumim
ISBN-10 9781137265135
Release 2012-07-17
Pages 205
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Taking a close look at ordinary people 'telling their own story', Nancy Thumim explores self-representations in contemporary digital culture in settings as diverse as reality TV, online storytelling, and oral histories displayed in museums.



Why Multimodal Literacy Matters

Why Multimodal Literacy Matters Author Rachel Heydon
ISBN-10 9789463007085
Release 2016-11-25
Pages 156
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Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people’s prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people’s literacy and identity options across the lifespan. /div



Education and the Risk Society

Education and the Risk Society Author Steven Bialostok
ISBN-10 9789460919619
Release 2012-12-23
Pages 292
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Sociological and anthropological literature has examined how contemporary western society has become a “risk society.” Education and the Risk Society is the first volume to explore this seminal concept through the lens of education. Drawing on a theoretical literature that has great potential as a lens to view changes in neoliberal discourses of global capitalism from both critical and generative perspectives, Education and the Risk Society presents situated, empirical studies investigating an uncertain world as people practice it on the ground, through language and activity, within educational settings.



The Disorder of Mathematics Education

The Disorder of Mathematics Education Author Hauke Straehler-Pohl
ISBN-10 9783319340067
Release 2016-08-23
Pages 329
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Research within a socio-political paradigm or “turn” has been gradually recognized and institutionalized as an important part of mathematics education. This book focuses on the neglected problems, tensions and contradictions evoked by this process. The authors do this by challenging current regimes of truth about mathematics education; by identifying how recent technological developments challenge or suspend contemporary conceptions of mathematics education; by critiquing the ideological entanglement of mathematics, its education and schooling with capitalism; by self-reflective analyses of researchers' impacts on shaping what is and can be perceived as the practice of mathematics education (research); and by confronting main-stream mathematics education with socio-political contexts that are usually neglected. In this way, "mathematical rationality" becomes contextualized within contemporary society, where it reproduces itself through technologies, social practices, media and other spheres of social life.



Literacy and the Politics of Representation

Literacy and the Politics of Representation Author Mary Hamilton
ISBN-10 9781136263798
Release 2012-08-21
Pages 192
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Literacy is a key indicator for comparing individuals and nations in contemporary society. It is central to public debates about the nature of the public sphere, economic markets, citizenship and self-governance. Literacy and the Politics of Representation aims to uncover the constructed nature of public understandings of literacy by examining detailed examples of how literacy is represented in a range of public contexts. It looks at the ways in which knowledge about literacy is created and distributed, the location and relative power of the knowledge-makers, and examines the different semiotic resources used in such representations: images and metaphors, numerical and statistical models, and textual narratives and how they are related to one another. The book focuses on the UK from 1970 to the present, but includes a range of international comparisons and examples. In addition, exemplar chapters offer a model of analysis that can be used to deconstruct the representations of social policy issues. This book is vital reading for postgraduate students in the areas of education studies, literacy, discourse analysis and multimodality.



Beginning to Read

Beginning to Read Author Marilyn Jager Adams
ISBN-10 0262510766
Release 1994
Pages 494
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Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book



Globalization and the Singapore Curriculum

Globalization and the Singapore Curriculum Author Zongyi Deng
ISBN-10 9789814451574
Release 2013-11-27
Pages 279
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This volume provides a multi-faceted and critical analysis of the Singapore curriculum in relation to globalization. First, it details reform initiatives established by the Singapore government to meet the challenges posed by globalization. Next, Globalization and the Singapore Curriculum presents how these reforms have been translated into programs, school subjects and operational frameworks and then examines, in turn, how well these have been implemented in schools and classrooms across the country. Through this examination, the book reveals how the initiatives, together with their curricular translation and classroom enactment, reflect on the one hand global features and tendencies and, on the other, distinct national traditions, concerns and practices. It brings to light a set of issues, problems and challenges that not only concern policymakers, educators and reformers in Singapore but also those in other countries as well. Written by curriculum scholars, policy analysts, researchers and teacher educators, Globalization and the Singapore Curriculum offers an up-to-date reference for postgraduate students, scholars and researchers in the areas of curriculum and instruction, comparative education, educational sociology, educational policy and leadership in Singapore, the Asia Pacific region and beyond. It also offers a vital contribution to the story of modern education around the globe: providing international students, scholars and researchers valuable insights into curriculum and curriculum reform for the 21st century.



Learning at the Ends of Life

Learning at the Ends of Life Author Rachel Heydon
ISBN-10 9781442662469
Release 2013-01-15
Pages 248
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Intergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States. The first formal and sustained work on intergenerational curricula and literacies, Learning at the Ends of Life details the experiences of educators and participants in these programs. Rachel M. Heydon brings to life the particular possibilities of arts-based, multimodal curricula that draw on participants’ existing funds of knowledge and interests. Providing practical suggestions for pedagogies and curricula, Heydon helps educators rethink what is taken for granted in monogenerational learning sites and see new possibilities for learners and themselves.



Literacies

Literacies Author Mary Kalantzis
ISBN-10 9781316791066
Release 2016-07-05
Pages
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With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.