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Literacy : an introduction /
This book provides a balanced understanding of Literacy studies, helping readers understand some of the currents of thought, whether post modernist, cognitivist, or Vygotskian, on which its larger analysis is based.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Edinburgh :
Edinburgh University Press,
2004.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Holme, Randal, |d 1948- |e author |1 http://viaf.org/viaf/51321886 | |
| 245 | 1 | 0 | |a Literacy : |b an introduction / |c Randal Holme. |
| 264 | 1 | |a Edinburgh : |b Edinburgh University Press, |c 2004. | |
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| 505 | 0 | |a Intro -- Contents -- List of figures -- Introduction -- The elusive nature of literacy -- Analogical literacies -- The socio-economic nature of literacy -- Literacy's use of sign-systems -- Literacy's use of language -- Literarcy and mind -- The many-fold nature of literacy -- PART I: THE SOCIO-ECONOMIC NATURE OF LITERACY -- Chapter 1 Functional Literacy -- Introduction -- Literacy and economy -- Functionality and social change: the lliteracy campaign -- Functionality and economy -- Functionality and development economics -- Functional literacy in the developed world -- Functional literacy and social exclusion -- Problems with the idea of a functional literacy -- Problems with functional literacy: the economic impact -- How do we construct literacy according to what it allows us to do? -- The problem of treating literacy as a set of competencies: the need for a cultural literacy -- Conclusions -- Chapter 2 Critical Literacy -- Introduction -- Two tenets of post-modernism -- Post-moderism and minority movements -- Who we arer shapes how we see: we have no final vocabulary -- Critical discourse analysis -- Systemic functional linguistics -- Metaphor and critical literacy -- Towards a participatory pedagogy -- Critical literacy in practice -- Difficulties with critical literacy -- If 'there is nothing outside the text', how do we know anything? -- Problems with the concept of criticality -- Conclusions -- Chapter 3 From Literacy to Literacies -- Introduction -- Social practice: literacy practice -- The practice as a context of use -- The variety and history o fliteracy practices -- Conclusions -- Chapter 4 Literacy and Language Choice -- Introduction -- Why there is a language choice -- Responding to the language-choice question -- Attitudes to language -- Bilingualism and biliteracy. | |
| 505 | 8 | |a How the use of language is predicted upon economic, political and military power relationships -- Conclusions -- PART II: SIGN -- Chapter 5 Understanding Sign -- Introduction -- The nature of sign -- Differenct kinds of sign -- Signs and the development of pre-writing -- Symbol interpretation: categories and prototype theory -- Symbol manipulation: the importance of metonymy -- Metonymn and indexical signs -- Conclusions -- 6 Writing -- Introduction -- Writing systems -- The alphabet -- The syllabary -- Distinguishing syllabaries from alphabets -- The Chinese writing system: a morphpsyllabic script? -- Writing and non-writing: semasiographic systems -- Conventional and iconic seamasiographic systems: the role of metonymy in visual meaning representation -- Conclusions -- 7 Writing through Time -- Introduction -- From accidental to motivated sign-creation -- Early writing systems -- The evolution of the alphabet -- Conclusions -- 8 The Nature of Writing -- Introduction -- Writing systems as technological solutions -- Successful writing systems must represent speech -- The question of phonocentrism and the centrality of writing -- Conclusions -- PART III: THE LANGUAGE OF LITERACY -- 9 Basic Differences between Speech and Writing -- Introduction -- Personal vs. interpersonal -- Monologue vs. dialogue -- Durable vs. ephemeral -- Contextualised vs. decontextualised -- Scannable vs. linearly accessible -- Planned/highly structured vs. spontaneous/loosely structured -- Syntactically complex vs. syntactically simple -- Concerned with past and future not the present -- Formal vs. informal -- Expository- and argument-oriented vs. event- and narrative-oriented -- Abstract vs. concrete -- Syntactically and morphologically complete -- Conclusions -- 10 Dimensions of Difference between Spoken and Written Language -- Introduction. | |
| 505 | 8 | |a What is a dimension of difference? -- Narrative vs. non-narrative concerns -- Explicit vs. situation-dependent reference -- Persuasion -- Higher lexical varieties -- Informational elaboration under strict, real-time conditions -- Conclusions -- 11 Written Language in Context -- Introduction -- Understanding genre -- Grammatical metaphor as an expression of how regrister and genre affect text -- Looking at text -- Conclusions -- PART IV LITERARY AS MIND -- 12 Social Practice and a Socio-historical Theory of Mind -- Introduction -- A socio-historical construction of mind -- The zone of proximal development -- Conclusions -- 13 Great Divide Theory -- Introduction -- The historical Great Divide -- The psychological Greats Divide -- Literacy practices and Vygotsky's view of mind -- Scaffolding with literacy practices -- Conclusions -- 14 Literacy and Patterns of Mind -- Introduction -- Frame theory -- Script theory -- Schema theory and narrative frames -- Genre, schema and literary practice -- Image schema -- Conclusions -- 15 PART V CONCLUSIONS -- 15 The Social Nature of Literacy -- Introduction -- Literacy as skill, practice and socio-economic function -- Participatory appraisal: the model in practice -- Text as a forum of the literacy practice -- Conclusions -- Glossary -- References -- Index. | |
| 520 | |a This book provides a balanced understanding of Literacy studies, helping readers understand some of the currents of thought, whether post modernist, cognitivist, or Vygotskian, on which its larger analysis is based. | ||
| 590 | |a JSTOR |b Books at JSTOR Evidence Based Acquisitions | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 650 | 0 | |a Literacy. | |
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