Print Literacy Development: Uniting Cognitive and Social Practice Theories
Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, MA
Harvard University Press
[2022]
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| Schlagworte: | |
| Online-Zugang: | FAW01 FAB01 FCO01 FHA01 FKE01 FLA01 UPA01 UBG01 Volltext |
| Zusammenfassung: | Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities. The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools |
| Beschreibung: | Description based on online resource; title from PDF title page (publisher's Web site, viewed 31. Jan 2022) |
| Beschreibung: | 1 online resource (218 pages) |
| ISBN: | 9780674042377 |
| DOI: | 10.4159/9780674042377 |
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| 520 | |a Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities. The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools | ||
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| isbn | 9780674042377 |
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| spelling | Purcell Gates, Victoria Verfasser aut Print Literacy Development Uniting Cognitive and Social Practice Theories Victoria Purcell Gates, Purcell-Gates, Sophie Degener, Erik Jacobson Cambridge, MA Harvard University Press [2022] © 2004 1 online resource (218 pages) txt rdacontent c rdamedia cr rdacarrier Description based on online resource; title from PDF title page (publisher's Web site, viewed 31. Jan 2022) Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities. The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools In English LANGUAGE ARTS & DISCIPLINES / Literacy bisacsh Degener, Sophie Sonstige oth Jacobson, Erik Sonstige oth https://doi.org/10.4159/9780674042377 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Purcell Gates, Victoria Print Literacy Development Uniting Cognitive and Social Practice Theories LANGUAGE ARTS & DISCIPLINES / Literacy bisacsh |
| title | Print Literacy Development Uniting Cognitive and Social Practice Theories |
| title_auth | Print Literacy Development Uniting Cognitive and Social Practice Theories |
| title_exact_search | Print Literacy Development Uniting Cognitive and Social Practice Theories |
| title_exact_search_txtP | Print Literacy Development Uniting Cognitive and Social Practice Theories |
| title_full | Print Literacy Development Uniting Cognitive and Social Practice Theories Victoria Purcell Gates, Purcell-Gates, Sophie Degener, Erik Jacobson |
| title_fullStr | Print Literacy Development Uniting Cognitive and Social Practice Theories Victoria Purcell Gates, Purcell-Gates, Sophie Degener, Erik Jacobson |
| title_full_unstemmed | Print Literacy Development Uniting Cognitive and Social Practice Theories Victoria Purcell Gates, Purcell-Gates, Sophie Degener, Erik Jacobson |
| title_short | Print Literacy Development |
| title_sort | print literacy development uniting cognitive and social practice theories |
| title_sub | Uniting Cognitive and Social Practice Theories |
| topic | LANGUAGE ARTS & DISCIPLINES / Literacy bisacsh |
| topic_facet | LANGUAGE ARTS & DISCIPLINES / Literacy |
| url | https://doi.org/10.4159/9780674042377 |
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