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:
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| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Mass. ; London :
Harvard University Press,
2006.
|
| Ausgabe: | 1st pbk. ed. |
| Schlagworte: | |
| Online-Zugang: | 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: | Originally published: 2004. |
| Beschreibung: | 1 online resource (1 volume) |
| ISBN: | 9780674042377 0674042379 9780674022546 0674022548 |
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| 250 | |a 1st pbk. ed. | ||
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| 520 | 8 | |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. | |
| 505 | 0 | 0 | |t Frontmatter -- |t Acknowledgments -- |t Contents -- |t CHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed -- |t CHAPTER TWO The LPALS Study -- |t CHAPTER THREE How Does Print Literacy Develop? -- |t CHAPTER FOUR Literacy as Social Practice -- |t CHAPTER FIVE Print Literacy as Cognitive Skill Development -- |t CHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive -- |t CHAPTER SEVEN Print Literacy Development through a Widened Lens -- |t CHAPTER EIGHT The Course of Print Literacy Development in and out of School -- |t Notes -- |t References -- |t Index |
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| 758 | |i has work: |a Print literacy development (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGvWtckMW43YtwVXwQR64y |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| adam_text | |
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| author | Purcell-Gates, Victoria |
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| contents | Frontmatter -- Acknowledgments -- Contents -- CHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed -- CHAPTER TWO The LPALS Study -- CHAPTER THREE How Does Print Literacy Develop? -- CHAPTER FOUR Literacy as Social Practice -- CHAPTER FIVE Print Literacy as Cognitive Skill Development -- CHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive -- CHAPTER SEVEN Print Literacy Development through a Widened Lens -- CHAPTER EIGHT The Course of Print Literacy Development in and out of School -- Notes -- References -- Index |
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| edition | 1st pbk. ed. |
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| spelling | Purcell-Gates, Victoria. http://id.loc.gov/authorities/names/n94077084 Print literacy development : uniting cognitive and social practice theories / Victoria Purcell-Gates, Erik Jacobson and Sophie Degener. 1st pbk. ed. Cambridge, Mass. ; London : Harvard University Press, 2006. 1 online resource (1 volume) text txt rdacontent computer c rdamedia online resource cr rdacarrier Originally published: 2004. Print version record. 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. Frontmatter -- Acknowledgments -- Contents -- CHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed -- CHAPTER TWO The LPALS Study -- CHAPTER THREE How Does Print Literacy Develop? -- CHAPTER FOUR Literacy as Social Practice -- CHAPTER FIVE Print Literacy as Cognitive Skill Development -- CHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive -- CHAPTER SEVEN Print Literacy Development through a Widened Lens -- CHAPTER EIGHT The Course of Print Literacy Development in and out of School -- Notes -- References -- Index Literacy Social aspects. Cognitive learning. http://id.loc.gov/authorities/subjects/sh88004946 Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Apprentissage cognitif. Psychopédagogie. LANGUAGE ARTS & DISCIPLINES Literacy. bisacsh Cognitive learning fast Educational psychology fast Literacy Social aspects fast Electronic book. Jacobson, Erik. http://id.loc.gov/authorities/names/n2004108800 Degener, Sophie. http://id.loc.gov/authorities/names/n2004108829 has work: Print literacy development (Text) https://id.oclc.org/worldcat/entity/E39PCGvWtckMW43YtwVXwQR64y https://id.oclc.org/worldcat/ontology/hasWork Print version: Purcell-Gates, Victoria. Print literacy development. 1st pbk. ed. Cambridge, Mass. ; London : Harvard University Press, 2006 0674022548 9780674022546 (OCoLC)70988194 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=282315 Volltext |
| spellingShingle | Purcell-Gates, Victoria Print literacy development : uniting cognitive and social practice theories / Frontmatter -- Acknowledgments -- Contents -- CHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed -- CHAPTER TWO The LPALS Study -- CHAPTER THREE How Does Print Literacy Develop? -- CHAPTER FOUR Literacy as Social Practice -- CHAPTER FIVE Print Literacy as Cognitive Skill Development -- CHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive -- CHAPTER SEVEN Print Literacy Development through a Widened Lens -- CHAPTER EIGHT The Course of Print Literacy Development in and out of School -- Notes -- References -- Index Literacy Social aspects. Cognitive learning. http://id.loc.gov/authorities/subjects/sh88004946 Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Apprentissage cognitif. Psychopédagogie. LANGUAGE ARTS & DISCIPLINES Literacy. bisacsh Cognitive learning fast Educational psychology fast Literacy Social aspects fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh88004946 http://id.loc.gov/authorities/subjects/sh85041141 |
| title | Print literacy development : uniting cognitive and social practice theories / |
| title_alt | Frontmatter -- Acknowledgments -- Contents -- CHAPTER ONE To Learn to Read and Write: Students Who Fail and Succeed -- CHAPTER TWO The LPALS Study -- CHAPTER THREE How Does Print Literacy Develop? -- CHAPTER FOUR Literacy as Social Practice -- CHAPTER FIVE Print Literacy as Cognitive Skill Development -- CHAPTER SIX The Seeming Incommensurability of the Social and the Cognitive -- CHAPTER SEVEN Print Literacy Development through a Widened Lens -- CHAPTER EIGHT The Course of Print Literacy Development in and out of School -- Notes -- References -- Index |
| title_auth | Print literacy development : uniting cognitive and social practice theories / |
| title_exact_search | Print literacy development : uniting cognitive and social practice theories / |
| title_full | Print literacy development : uniting cognitive and social practice theories / Victoria Purcell-Gates, Erik Jacobson and Sophie Degener. |
| title_fullStr | Print literacy development : uniting cognitive and social practice theories / Victoria Purcell-Gates, Erik Jacobson and Sophie Degener. |
| title_full_unstemmed | Print literacy development : uniting cognitive and social practice theories / Victoria Purcell-Gates, Erik Jacobson and Sophie Degener. |
| 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 | Literacy Social aspects. Cognitive learning. http://id.loc.gov/authorities/subjects/sh88004946 Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Apprentissage cognitif. Psychopédagogie. LANGUAGE ARTS & DISCIPLINES Literacy. bisacsh Cognitive learning fast Educational psychology fast Literacy Social aspects fast |
| topic_facet | Literacy Social aspects. Cognitive learning. Educational psychology. Apprentissage cognitif. Psychopédagogie. LANGUAGE ARTS & DISCIPLINES Literacy. Cognitive learning Educational psychology Literacy Social aspects Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=282315 |
| work_keys_str_mv | AT purcellgatesvictoria printliteracydevelopmentunitingcognitiveandsocialpracticetheories AT jacobsonerik printliteracydevelopmentunitingcognitiveandsocialpracticetheories AT degenersophie printliteracydevelopmentunitingcognitiveandsocialpracticetheories |