Literacy Across The Community
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| Author | : Laurie A Henry |
| Publisher | : Routledge |
| Total Pages | : 350 |
| Release | : 2020-12-17 |
| Genre | : Education |
| ISBN | : 1000290050 |
This volume explores and evaluates community-based literacy programs, examining how they bridge gaps in literacy development, promote dialogue, and connect families, communities, and schools. Highlighting the diversity of existing literary initiatives across populations, this book brings together innovative and emerging scholarship on the relationship between P20 schools and community-based literacy programming. This volume not only identifies trends in research and practice, but it also addresses the challenges affecting these community-based programs and presents the best practices that emerge from them. Collaborating with leading scholars to provide national and international perspectives, and offering a clear, birds-eye view of the state of community literacy praxis, chapters cover programming in a multitude of settings and for a wide range of learners, from early childhood to incarcerated youths and adults, and including immigrants, refugees, and indigenous communities. Topics include identity and empowerment, language and literacy development across the lifespan, rural and urban environments, and partnership programs. The breadth of community literacy programming gathered in a single volume represents a unique array of models and topics, and has relevance for researchers, scholars, graduate students, pre-service educators, and community educators in literacy.
| Author | : Elenore Long |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2008 |
| Genre | : Communication in social action |
| ISBN | : 9781602350571 |
Offering a comparative analysis of "community-literacy studies," COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS traces common values in diverse accounts of "ordinary people going public." Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a "local" public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference. COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS also examines pedagogies that educators can use to help students to go public in the course of their rhetorical education at college. the concluding chapter adapts local-public literacies to college curricula and examines how these literate moves elicit different kinds of engagement from students and require different kinds of scaffolding from teachers and community educators. A glossary and annotated bibliography provide the basis for further inquiry and research. ABOUT THE AUTHOR After completing a postdoctoral fellowship through Pittsburgh's Community Literacy Center and Carnegie Mellon University, Elenore Long continued to direct community-literacy initiatives with Wayne Peck and Joyce Baskins. With Linda Flower and Lorraine Higgins, she published LEARNING TO RIVAL: A LITERATE PRACTICE FOR INTERCULTURAL INQUIRy. They recently published a fifteen-year retrospective for the COMMUNITY LITERACY JOURNAL. She currently directs the composition program and Writers' Center at Eastern Washington University. ADVANCE PRAISE . . . "COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS is the perfect entry to the exuberant practice of literacy in community. It brings contemporary research to life-in people, stories, and purposes. And it documents the amazingly diverse ways ordinary people go public. Moreover, Elenore Long's imaginative theoretical framework lets us understand and critically compare alternative images of local public life-from the literate worlds of church women, writing groups, and street gangs to the performances of community organizing, street theater, and local think tanks. Long's analytical and profoundly rhetorical insight is to compare community literacies in terms of their framing metaphors, privileged practices, and processes of rhetorical invention. And that is perhaps what makes the final chapter such a pedagogical powerhouse-a brilliantly critical and concrete guide to supporting our students and ourselves in local literate action." -Linda Flower, Carnegie Mellon "Elenore Long's COMMUNITY LITERACY AND THE RHETORIC OF LOCAL PUBLICS begins to articulate a history for community literacy studies, and such a history is essential for helping us figure out where we are going with this area of inquiry. Long provides a new set of tools as well, and her local publics framework, in particular, will prove valuable to researchers and teachers alike." -Jeff Grabill
| Author | : Jim Anderson |
| Publisher | : Routledge |
| Total Pages | : 414 |
| Release | : 2005-05-06 |
| Genre | : Education |
| ISBN | : 1135615535 |
This unique global perspective on multiple literacies crosses traditional boundaries between the study of family, community, and school literacies. It calls attention to the ideological nature of literacy education across a broad range of literacy contex
| Author | : Gatcho, Al Ryanne Gabonada |
| Publisher | : IGI Global |
| Total Pages | : 346 |
| Release | : 2024-04-09 |
| Genre | : Language Arts & Disciplines |
| ISBN | : |
The underappreciation of the pivotal roles played by home, school, and community in shaping the literacy journey of individuals. While the mantra "Literacy begins at home" resonates, it often remains a mere platitude rather than a transformative force. The synergy between these three pillars is essential, yet gaps persist, hindering the development of a truly literate society. As children tread the academic path, the home lays the foundation, and schools amplify these efforts. However, the holistic nature of learning, encompassing life experiences, demands a collaborative approach from families, educators, and communities. This is the crux of the problem – a disjointed system that impedes the seamless development of literacy across diverse backgrounds. Improving Literacy Through Home, School, and Community Partnerships is a groundbreaking book that unravels the complexities of this challenge and illuminates the transformative potential within collaborative efforts. By delving into the dynamic interplay between home, school, and community, the book offers a roadmap to bridge existing gaps and forge a path toward a more literate society. Early-career researchers will find this a valuable resource to identify and address these gaps, while families, educators, community leaders, and policymakers will gain invaluable perspectives to inform their practices, policies, and research initiatives.
| Author | : Isabel Baca |
| Publisher | : BRILL |
| Total Pages | : 297 |
| Release | : 2012-11-20 |
| Genre | : Psychology |
| ISBN | : 9004248471 |
Service-learning and Writing: Paving the Way for Literacy(ies) through Community Engagement discusses service-learning as a teaching and learning method and its integration with writing. The various authors, from different disciplines and institutions, present service-learning as a means of having students practice writing in real world settings, and they show how relationship-building and partnerships between higher education and diverse communities produce benefits for all involved - the students, faculty, administrators, and the communities themselves. This volume demonstrates how writing instruction and/or writing practice can complement community engagement and outreach at local, national, and international contexts. Through different cross-cultural contexts and academic disciplines, the various authors explore reflection, assessment, internalization, diversity, and multiple literacies and their importance when integrating service-learning in higher education and community literacy.
| Author | : Prudence W. Dalrymple |
| Publisher | : Walter de Gruyter GmbH & Co KG |
| Total Pages | : 313 |
| Release | : 2020-08-24 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3110362643 |
The capacity to understand and communicate health information is a major international health concern. Sponsored by the Health and Biosciences Section of International Federation of Library Associations, this book highlights the contribution that librarians are making to improving health literacy and enabling citizens to be active participants in the management of their own health. Knowledge is power and the World Health Organization recognizes that health literacy, involving effective access to and understanding of health information, is essential to health and well-being in society by empowering and enabling citizens to participate in their own healthcare. The book presents inspiring studies from an international group of authors showing how libraries and librarians are partnering with diverse sectors of society including universities, hospitals, public health clinics, community-based organisations, voluntary bodies and government agencies, to help citizens understand and manage their health. It provides guidance by example to suggest how libraries can help citizens participate in their healthcare and their communities by collaborating with others to increase health literacy in society.
| Author | : James Flood |
| Publisher | : Routledge |
| Total Pages | : 628 |
| Release | : 2015-04-22 |
| Genre | : Education |
| ISBN | : 1317639707 |
The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II brings together state-of-the-art research and practice on the evolving view of literacy as encompassing not only reading, writing, speaking, and listening, but also the multiple ways through which learners gain access to knowledge and skills. It forefronts as central to literacy education the visual, communicative, and performative arts, and the extent to which all of the technologies that have vastly expanded the meanings and uses of literacy originate and evolve through the skills and interests of the young. A project of the International Reading Association, published and distributed by Routledge/Taylor & Francis. Visit http://www.reading.org for more information about Internationl Reading Associationbooks, membership, and other services.
| Author | : Joyce L. Harris |
| Publisher | : Routledge |
| Total Pages | : 346 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135664730 |
This volume explores the unique sociocultural contexts of literacy development, values, and practices in African American communities. African Americans--young and old--are frequently the focus of public discourse about literacy. In a society that values a rather sophisticated level of literacy, they are among those who are most disadvantaged by low literacy achievement. Literacy in African American Communities contributes a fresh perspective by revealing how social history and cultural values converge to influence African Americans' literacy values and practices, acknowledging that literacy issues pertaining to this group are as unique and complex as this group's collective history. Existing literature on literacy in African American communities is typically segmented by age or academic discipline. This fragmentation obscures the cyclical, life-span effects of this population's legacy of low literacy. In contrast, this book brings together in a single-source volume personal, historical, developmental, and cross-disciplinary vantage points to look at both developmental and adult literacy from the perspectives of education, linguistics, psychology, anthropology, and communication sciences and disorders. As a whole, it provides important evidence that the negative cycle of low literacy can be broken by drawing on the literacy experiences found within African American communities.
| Author | : Elenore Long |
| Publisher | : Parlor Press LLC |
| Total Pages | : 273 |
| Release | : 2008-03-22 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1602353190 |
Offering a comparative analysis of “community-literacy studies," Community Literacy and the Rhetoric of Local Publics traces common values in diverse accounts of “ordinary people going public.” Elenore Long offers a five-point theoretical framework. Used to review major community-literacy projects that have emerged in recent years, this local public framework uncovers profound differences, with significant consequence, within five formative perspectives: 1) the guiding metaphor behind such projects; 2) the context that defines a “local” public, shaping what is an effective, even possible performance, 3) the tenor and affective register of the discourse; 4) the literate practices that shape the discourse; and, most signficantly, 5) the nature of rhetorical invention or the generative process by which people in these accounts respond to exigencies, such as getting around gatekeepers, affirming identities, and speaking out with others across difference.
| Author | : James Flood |
| Publisher | : Routledge |
| Total Pages | : 2241 |
| Release | : 2004-09-22 |
| Genre | : Education |
| ISBN | : 1135603693 |
In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.
