By Clare Kosnik, Simone White, Clive Beck
Literacy studying remains to be relevant to education, and is presently of significant trouble to educators, coverage builders, and participants of the general public alike. even if, the proliferation of verbal exchange channels during this electronic period calls for a primary re-thinking of the character of literacy and the pedagogy of literacy educating and instructor schooling. this article brings jointly papers through specialists in instructor schooling, literacy, and knowledge expertise to aid chart a manner ahead during this complicated region. due to their historical past in instructor schooling, the authors are real looking approximately what's acceptable and possible - they don't simply bounce on a know-how bandwagon - yet also they are capable of supply prolonged examples of ways to embed expertise within the perform of instructor schooling. "Taking a multi-disciplinary viewpoint (literacy, instructor schooling and electronic know-how) and knowledgeable by way of a number of empirical reports, coverage analyses and scholarly mirrored image, this e-book makes a special contribution to the literature on one in every of education's such a lot urgent demanding situations: how we arrange academics of literacy at a time whilst understandings of literacy are increasing. Chapters by way of best researchers are complemented by means of these delivering illuminating vignettes of perform that, in flip, offer possibilities for interrogation by way of the wealthy theoretical toolkit that characterizes the sphere. The booklet is thoughtfully based and manages a coherence that's infrequent in edited collections. a powerful and heartening read." - Viv Ellis, Professor of schooling at Brunel college, England and Bergen collage university in Norway
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Additional info for Building Bridges: Rethinking Literacy Teacher Education in a Digital Era
2005). At last: Recent applications of new literacy studies in educational contexts. Research in the Teaching of English, 39(4), 417–423. Street, B. V. (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press. Street, B. V. (1993). Cross-cultural approaches to literacy. Cambridge, UK: Cambridge University Press. , & Harste, J. (2013). Negotiating critical literacies with teachers. New York, NY: Routledge. , & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling.
Cazden, C. (1988). Classroom discourse: The language of teaching. Portsmouth, UK: Heinemann. , & Pearson, P. D. (2006). Multiple literacies, new literacies and teacher education. Theory into Practice, 45(4), 378–386. Comber, B. (2006). Pedagogy as work: Educating the next generation of literacy teachers. Pedagogies: An International Journal, 1(1), 59–67. , & Kalantzis, M. ). (2000). Multiliteracies: Literacy learning and the design of social futures. New York, NY: Routledge. Corbin, J. , & Strauss, A.
Harste, J. (2013). Negotiating critical literacies with teachers. New York, NY: Routledge. , & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling. Written Communication, 27(4), 442–468. 29 JOHN YANDELL 3. THE IMPACT OF POLICY ON TEACHER EDUCATION AND LITERACY EDUCATION IN ENGLAND Some Notes from a Corner of a Small Island I started teaching in 1985, in a boys’ comprehensive school in East London. With a class of 14- and 15-year-olds, I decided to read John Steinbeck’s (1948) The Pearl.
Building Bridges: Rethinking Literacy Teacher Education in a Digital Era by Clare Kosnik, Simone White, Clive Beck