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Describing in-depth empirical investigations of factors related to adults' literacy skills, this text summarizes the National Adult Literacy Survey, which was conducted in 1992.
(source: Nielsen Book Data)

Literacy in Afghanistan; Literacy Initiative for Empowerment, UNESCO Office, Kabul.

• 1. Introduction: Methodological Matters and the Invisibility of Literacy Patrick Thomas & Pamela Takayoshi
• Part 1: Literacies in Private Lives
• 2. Researching Social Media Literacies as Emergent Practice: Changes in Twitter Use after Year Two of a Longitudinal Case Study Stacey Pigg
• 3. Building Social Worlds: Examining Women's Uses of Romance Novels Stephanie Moody
• 4. Seniors' Uses of Literacy to Gain Bodily Control in Medical Encounters Yvonne R. Teems
• 5. Digital African American Language: A Corpus Analysis of Text Messages Jennifer Cunningham
• 6. Reconfiguring the "Patient" Identity: Transcontextual Writing Practices of a Person with Multiple Sclerosis Patrick Thomas
• 7. Physically Present and Digitally Active: Locating Ecologies of Writing on Social Networks Amber M. Buck
• Part 2: Literacies in Public (Academic) Lives
• 8. Academic Consequences of Performing for Friends in ELA Classrooms: The Significance of Culture and Language Mary Beth Ressler & Mollie Blackburn
• 9. Stepping Out with the Fop: Literacies of Embodiment and Becoming in Youth Drama Treavor Bogard
• 10. English Language Literacy and the Prediction of Academic Success in and beyond the Pathway Program Jennifer E. Haan & Karyn E. Mallett
• 11. Emotionally Exhausting: Investigating the Role of Emotion in Teacher Response Practices Nicole Caswell
• Part 3: Literacies in Working Lives
• 12. First Encounters in Professional Cyberspace: Writers' Explorations of LinkedIn Elizabeth Tomlinson
• 13. Literacy Practices in Lunch Pails: Invisible Literacies of The Dabbawalas Uma Krishnan
• 14. Enacting Professional Literate Practice: A Snapshot of One Graphic Designer's Process Lindsay B. Steiner
• 15. Delivering the News: Literacy and Collaborative Response Practices at Midwest Utility Jillian Hill
• 16. Distributed Labor, Writing, and an Automotive Repair Shop Jeremy Cushman Conclusion: Research on Literacy in Practice: Domains, Maps, and Emerging Challenges Patricia Sullivan.
• (source: Nielsen Book Data)

The rise of New Literacy Studies and the shift from studying reading and writing as a technical process to examining situated literacies-what people do with literacy in particular social situations-has focused attention toward understanding the connections between reading and writing practices and the broader social goals and cultural practices these literacy practices help to shape. This collection brings together situated research studies of literacy across a range of specific contexts, covering everyday, educational, and workplace domains. Its contribution is to provide, through an empirical framework, a larger cumulative understanding of literacy across diverse contexts.
(source: Nielsen Book Data)

The Literary Agenda is a series of short polemical monographs about the importance of literature and of reading in the wider world and about the state of literary education inside schools and universities. The category of 'the literary' has always been contentious. What is clear, however, is how increasingly it is dismissed or is unrecognised as a way of thinking or an arena for thought. It is sceptically challenged from within, for example, by the sometimes rival claims of cultural history, contextualized explanation, or media studies. It is shaken from without by even greater pressures: by economic exigency and the severe social attitudes that can follow from it; by technological change that may leave the traditional forms of serious human communication looking merely antiquated. For just these reasons this is the right time for renewal, to start reinvigorated work into the meaning and value of literary reading. Being Literate in the 21st Century wrestles with critical, timely questions for 21st-century society. How does literacy change the human brain? What does it mean to be a literate or a non-literate person in the present digital culture: for example, what will be lost in the present reading brain, and what will be gained with different mediums than print? What are the consequences of a digital reading brain for the literary mind and for writing itself ? Can knowledge about the reading brain and advances in technology offer new forms of literacy and new forms of knowledge to the peoples in remote regions of the world who would never otherwise become literate? By using both research from cognitive neuroscience, psycholinguistics, child development, and education, and considering literary examples from world literature, Maryanne Wolf plots a course that seeks to preserve the deepest forms of reading from the past, while developing the cognitive skills necessary for this century's next generation.
(source: Nielsen Book Data)

• Part I. Literacy as a Scientific Subject:
• 1. The literacy episteme (from Innis to Derrida) Jens Brockmeier and David Olson-- Part II. Literacy and Language:
• 2. Grammotology Peter T. Daniels--
• 3. Speech and writing Roy Harris--
• 4. The origins and co-evolution of literacy and numeracy Steven Chrisomalis--
• 5. Are there linguistic consequences of literacy? Comparing the potentials of language use in speech and writing Douglas Biber--
• 6. Becoming a literate language user: oral and written text construction across adolescence Ruth A. Berman and Dorit Ravid--
• 7. The challenge of academic language Catherine Snow and Paola Uccelli--
• 8. The basic processes in reading: insights from neuroscience Usha Goswami--
• 9. Language and literacy from a cognitive neuroscience perspective Karl Magnus Petersson, Martin Ingvaar, and Alexandra Reis-- Part III. Literacy and Literatures:
• 10. Ways of reading Elizabeth Long--
• 11. Conventions of reading Heather Murray--
• 12. Literacy, reading and concepts of the self Carolyn Steedman--
• 13. Reading as a woman, being read as a woman Lisbeth Larsson--
• 14. Literacy and the history of science Karine Chemla--
• 15. Scientific literacy Steven Norris and Linda Phillips--
• 16. Digital literacy Teresa Dobson and John Willinsky--
• 17. Literacy, video games and popular culture James Paul Gee-- Part IV. Literacy and Society:
• 18. Ethnography of writing and reading Brian Street--
• 19. The origins of Western literacy: literacy in Ancient Greece and Rome Rosalind Thomas--
• 20. Literacy from late antiquity to the early Middle Ages, c. 300-800 Nicholas Everett--
• 21. Chinese literacy Feng Wang, Yaching Tsai and William Shi-Yuan Wang--
• 22. The elephant in the room: language and literacy in the Arab world Niloofar Haeri--
• 23. Literacy, modernization, the intellectual community and civil society in the western world Frits van Holthoon-- Part V. Literacy and Education:
• 24. The teaching of literacy skills in Western Europe: an historical perspective (16th to 20th centuries) A.-M. Chartier--
• 25. The configuration of literacy as a domain of knowledge Liliana Tolchinsky--
• 26. Literate thinking: metalinguistics and metacognition Bruce Homer--
• 27. Cultural and developmental predispositions to literacy Alison Garton and Chris Pratt--
• 28. Literacy and international development: education and literacy as human rights Joe Farrell--
• 29. Adult literacy education in industrialized nations Tom Sticht--
• 30. New technologies for literacy and international development Daniel Wagner--
• 31. Literacy theory and literacy policy David Olson.
• (source: Nielsen Book Data)

This handbook marks the transformation of the topic of literacy from the narrower concerns with learning to read and write to an interdisciplinary enquiry into the various roles of writing and reading in the full range of social and psychological functions in both modern and developing societies. It does so by exploring the nature and development of writing systems, the relations between speech and writing, the history of the social uses of writing, the evolution of conventions of reading, the social and developmental dimensions of acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions of literacy as a set of social practices. Contributors to the volume are leading scholars drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the neurosciences, cultural psychology, and education.
(source: Nielsen Book Data)

• Part I. Literacy as a Scientific Subject:
• 1. The literacy episteme (from Innis to Derrida) Jens Brockmeier and David Olson-- Part II. Literacy and Language:
• 2. Grammotology Peter T. Daniels--
• 3. Speech and writing Roy Harris--
• 4. The origins and co-evolution of literacy and numeracy Steven Chrisomalis--
• 5. Are there linguistic consequences of literacy? Comparing the potentials of language use in speech and writing Douglas Biber--
• 6. Becoming a literate language user: oral and written text construction across adolescence Ruth A. Berman and Dorit Ravid--
• 7. The challenge of academic language Catherine Snow and Paola Uccelli--
• 8. The basic processes in reading: insights from neuroscience Usha Goswami--
• 9. Language and literacy from a cognitive neuroscience perspective Karl Magnus Petersson, Martin Ingvaar, and Alexandra Reis-- Part III. Literacy and Literatures:
• 10. Ways of reading Elizabeth Long--
• 11. Conventions of reading Heather Murray--
• 12. Literacy, reading and concepts of the self Carolyn Steedman--
• 13. Reading as a woman, being read as a woman Lisbeth Larsson--
• 14. Literacy and the history of science Karine Chemla--
• 15. Scientific literacy Steven Norris and Linda Phillips--
• 16. Digital literacy Teresa Dobson and John Willinsky--
• 17. Literacy, video games and popular culture James Paul Gee-- Part IV. Literacy and Society:
• 18. Ethnography of writing and reading Brian Street--
• 19. The origins of Western literacy: literacy in Ancient Greece and Rome Rosalind Thomas--
• 20. Literacy from late antiquity to the early Middle Ages, c. 300-800 Nicholas Everett--
• 21. Chinese literacy Feng Wang, Yaching Tsai and William Shi-Yuan Wang--
• 22. The elephant in the room: language and literacy in the Arab world Niloofar Haeri--
• 23. Literacy, modernization, the intellectual community and civil society in the western world Frits van Holthoon-- Part V. Literacy and Education:
• 24. The teaching of literacy skills in Western Europe: an historical perspective (16th to 20th centuries) A.-M. Chartier--
• 25. The configuration of literacy as a domain of knowledge Liliana Tolchinsky--
• 26. Literate thinking: metalinguistics and metacognition Bruce Homer--
• 27. Cultural and developmental predispositions to literacy Alison Garton and Chris Pratt--
• 28. Literacy and international development: education and literacy as human rights Joe Farrell--
• 29. Adult literacy education in industrialized nations Tom Sticht--
• 30. New technologies for literacy and international development Daniel Wagner--
• 31. Literacy theory and literacy policy David Olson.
• (source: Nielsen Book Data)

This handbook marks the transformation of the topic of literacy from the narrower concerns with learning to read and write to an interdisciplinary enquiry into the various roles of writing and reading in the full range of social and psychological functions in both modern and developing societies. It does so by exploring the nature and development of writing systems, the relations between speech and writing, the history of the social uses of writing, the evolution of conventions of reading, the social and developmental dimensions of acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions of literacy as a set of social practices. Contributors to the volume are leading scholars drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the neurosciences, cultural psychology, and education.
(source: Nielsen Book Data)

• 1.What's New?
• 2. New Literacies and the Challenge of Mindsets
• 3. 'New Literacies': Concepts and Practices
• 4. New Literacies in Everyday Practice
• 5. News, Views and Baby's got the blues: Weblogging and Mediacasting as Participation
• 6. Planning Pedagogy for i-mode: Learning in the Age of the 'Mobile Net'
• 7. Memes, Literacy Education and Classroom Learning
• 8. So What?
• (source: Nielsen Book Data)

The World Has Changed - so should the way you teach. This thought-provoking book argues that education has failed to take into account how much the world has changed since the information technology revolution and that education requires a totally new mindset to become relevant. The authors describe the new social practices and new literacies associated with a digital world and offer suggestions on where change should occur.
(source: Nielsen Book Data)

• Part 1 Considering gender and literacy research: the influence of gender on schooling-- the teaching of reading and writing in school and its legacy.
• Part 2 The research evidence: a choice of narrative pleasures-- how do they read?-- reading beyond the pleasure principle-- reading into writing.
• Part 3 Analysis and recommendations: making connections from fieldwork to practice.
• (source: Nielsen Book Data)

Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.
(source: Nielsen Book Data)

• The context of literacy, Paulo Freire-- literacy and urban life-- literacy and remote peoples-- literacy and indigenous peoples-- literacy and refugees-- literacy and revolution-- literacy in change.
• (source: Nielsen Book Data)

Behind the headlines of bloody struggles in Central America lies an enormous population of the desperately poor, rendered even more powerless by illiteracy. Literacy is one of the factors in these struggles, especially where minority languages are spoken. Archer and Costello describe some of the most innovative programmes tackling the problem, showing how varied and controversial they can be. El Salvador, Nicaragua, Honduras, Ecuador, Mexico, Chile, Bolivia and Guatemala are all included, and for each country the authors have provided an account of the lives of those who teach and those who learn, as well as describing the different forms literacy teaching and literacy can take. Not only about literacy, the book is also a guide to the societies of one of the world's most troubled regions. David Archer works on the Latin American Desk of ActionAid and is a co-founder of the Community Education Direct Research Unit (CEDRU). Patrick Costello is a co-ordinator on the Guatemala Committee for Human Rights and a co-founder of CEDRU.
(source: Nielsen Book Data)