Pathways to Literacy
This text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that...
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| Main Author | |
|---|---|
| Format | eBook |
| Language | English |
| Published |
London
Bloomsbury Publishing Plc
1995
Continuum BLOOMSBURY CONTINUUM UK |
| Edition | 1 |
| Series | Children, Teachers & Learning S |
| Subjects | |
| Online Access | Get full text |
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| Abstract | This text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that need to be recognised in the programmes devised to facilitate learning. Cairney claims that literacy is not a unitary social practice and suggests that there are many forms of literacy, each with specific purposes and contexts in which they are used. The author provides a look at the many practical classroom strategies and practices that are necessary to recognize multiple pathways to literacy. |
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| AbstractList | This text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a set of social practices used in socio-cultural contexts, and argues that literacy learners come to school with unique social histories that need to be recognised in the programmes devised to facilitate learning.;Cairney claims that literacy is not a unitary social practice and suggests that there are many forms of literacy, each with specific purposes and contexts in which they are used. The author provides a look at the many practical classroom strategies and practices that are necessary to recognize multiple pathways to literacy. |
| Author | Cairney, Trevor |
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| Edition | 1 |
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| PublicationDate | 1995 1995-11-02 |
| PublicationDateYYYYMMDD | 1995-01-01 1995-11-02 |
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| PublicationPlace | London |
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| PublicationSeriesTitle | Children, Teachers & Learning S |
| PublicationYear | 1995 |
| Publisher | Bloomsbury Publishing Plc Continuum BLOOMSBURY CONTINUUM UK |
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| Snippet | This text recognizes that there is no simple way to develop literacy. It begins with the central premise that literacy is not simply a cognitive process, but a... |
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| SubjectTerms | English language Language arts Literacy Study and teaching |
| TableOfContents | Intro -- Contents -- Foreword -- Introduction -- 1 Towards a Sociocultural Understanding of Literacy -- 2 Making Connections: The Importance of Community to Literacy Learning -- 3 The Teacher, the Student, the Text -- 4 Creating Literacy Environments -- 5 Developing Readers Who Read -- 6 Developing Writers Who Write -- 7 Assessing Literacy Learning -- 8 Programming for Literacy Instruction -- 9 Tackling the Tough Questions -- References -- Name Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- V -- W -- Subject Index -- A -- B -- C -- D -- E -- F -- G -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Z |
| Title | Pathways to Literacy |
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