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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Holme, Randal, 1948- (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Edinburgh : Edinburgh University Press, 2004.
Temas:
Literacy.
LANGUAGE ARTS & DISCIPLINES / Literacy
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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.
  • 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.
  • 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.

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