Literacy Myths Legacies and Lessons

These nontechnical essays will speak to both academic and nonacademic audiences across disciplines and cultural orientations.

Author: Harvey J. Graff

Publisher: Routledge

ISBN: 9781351508605

Category: Language Arts & Disciplines

Page: 223

View: 876

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In his latest writings on the history of literacy and its importance for present understanding and future rethinking, historian Harvey J. Graff continues his critical revisions of many commonly held ideas about literacy. The book speaks to central concerns about the place of literacy in modern and late-modern culture and society, and its complicated historical foundations.Drawing on other aspects of his research, Graff places the chapters that follow in the context of current thinking and major concerns about literacy, and the development of both historical and interdisciplinary studies. Special emphasis falls upon the usefulness of "the literacy myth" as an important subject for interdisciplinary study and understanding. Critical stock-taking of the field includes reflections on Graff's own research and writings of the last three decades, and the relationships that connect interdisciplinary rethinking and the literacy myth.The collection is noteworthy for its attention to Graff's reflections on his identification of "the literacy myth" and in developing [email protected] (Ohio State University) as a model for university-wide interdisciplinary programs. It also deals with ordinary concerns about literacy, or illiteracy, that are shared by academics and concerned citizens. These nontechnical essays will speak to both academic and nonacademic audiences across disciplines and cultural orientations.
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Literacy Myths Legacies and Lessons

These nontechnical essays will speak to both academic and nonacademic audiences across disciplines and cultural orientations.

Author: Harvey J. Graff

Publisher: Routledge

ISBN: 9781351508599

Category: Language Arts & Disciplines

Page: 223

View: 651

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In his latest writings on the history of literacy and its importance for present understanding and future rethinking, historian Harvey J. Graff continues his critical revisions of many commonly held ideas about literacy. The book speaks to central concerns about the place of literacy in modern and late-modern culture and society, and its complicated historical foundations.Drawing on other aspects of his research, Graff places the chapters that follow in the context of current thinking and major concerns about literacy, and the development of both historical and interdisciplinary studies. Special emphasis falls upon the usefulness of "the literacy myth" as an important subject for interdisciplinary study and understanding. Critical stock-taking of the field includes reflections on Graff's own research and writings of the last three decades, and the relationships that connect interdisciplinary rethinking and the literacy myth.The collection is noteworthy for its attention to Graff's reflections on his identification of "the literacy myth" and in developing [email protected] (Ohio State University) as a model for university-wide interdisciplinary programs. It also deals with ordinary concerns about literacy, or illiteracy, that are shared by academics and concerned citizens. These nontechnical essays will speak to both academic and nonacademic audiences across disciplines and cultural orientations.
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Undisciplining Knowledge

The Legacies of Literacy: Continuities and Contradictions in Western Society and Culture. ... The Literacy Myth: Literacy and Social Structure in the Nineteenth-Century City. ... Literacy Myths, Legacies, and Lessons: New Studies.

Author: Harvey J. Graff

Publisher: JHU Press

ISBN: 9781421417455

Category: Education

Page: 323

View: 318

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In Undisciplining Knowledge, acclaimed scholar Harvey J. Graff presents readers with the first comparative and critical history of interdisciplinary initiatives in the modern university.
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Exploring Literacies

Graff, H. J. (2011) Literacy myths, legacies and lessons: New studies on literacy. New Brunswick, NJ: Transaction Publishers. Graff, H. J. (2010) The literacy myth at thirty. Journal of Social History, Vol. 43 No. 3, 635–661.

Author: Helen de Silva Joyce

Publisher: Springer

ISBN: 9781137319036

Category: Education

Page: 420

View: 758

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This book is a guide to current research and debate in the field of literacies practice and education. It provides both an historical and lifespan view of the field as well as an overview of research methodologies with first-hand examples from a range of researchers involved in literacy research.
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Super Skills Super Reading

The Literacy Myth: Literacy and Social Structure in the Nineteenth-Century City. New York: Academic, 1979. Graff, Harvey. Literacy Myths, Legacies, & Lessons: New Studies on Literacy. Livingston, NJ: Transaction Publishers, 2011.

Author: Perry Dantzler

Publisher: McFarland

ISBN: 9781476678351

Category: Performing Arts

Page: 255

View: 961

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What comes to mind when you think about superheroes? Strength, bravery, and heroism are common answers. However, superheroes do not only have physical strength, but they also have mental strengths and skills. Superheroes tend to have intelligence and detection skills which allow them to develop other skills. In this analysis of superhero literacy aimed at students, the connection between superhero media and larger theories of literacy are explored. The author uses six superhero television shows to show how literacy is portrayed in superhero media and how it reflects and shapes cultural ideas of literacy. The shows covered are Arrow, The Flash, Gotham, Jessica Jones, Luke Cage and Daredevil.
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Language Literacy and Social Change in Mongolia

“The Literacy Myth at Thirty: Themes and Questions.” In Literacy Myths, Legacies, and Lessons: New Studies on Literacy, 83–104. Piscataway, NJ: Transaction Publishers. Green, Bill. 2013. “Literacy, Rurality, Education: A Partial Mapping ...

Author: Phillip P. Marzluf

Publisher: Lexington Books

ISBN: 9781498534864

Category: History

Page: 252

View: 435

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This book argues that literacy functions as a means of tracking social change in modern Mongolia. Its leaders have used literacy to promote new ways of living and socialist identities. In post-socialist Mongolia, literacy expresses the anxieties that Mongolians feel as they navigate globalism and express conflicting identities.
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The Routledge Handbook of Literacy Studies

1–29. Graff, H. J. (2013) Literacy Myths, Legacies and Lessons: New Studies on Literacy, New Brunswick, NJ/London: Transaction Publishers. Green, B. (2013) Literacy, rurality, education: A partial mapping, in B. Green M. Corbett (eds), ...

Author: Jennifer Rowsell

Publisher: Routledge

ISBN: 9781317510604

Category: Language Arts & Disciplines

Page: 680

View: 212

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The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry. The Handbook is divided into eight sections: The foundations of literacy studies Space-focused approaches Time-focused approaches Multimodal approaches Digital approaches Hermeneutic approaches Making meaning from the everyday Co-constructing literacies with communities This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.
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Minor Knowledge and Microhistory

Literacy Myth at Thirty, ̄ Journal of Social History 43:3 (Spring 2010), 635¥661 and Literacy Myths, Legacies, and Lessons: New Studies on Literacy. Foreword by Shirley Brice Heath (New Brunswick, NJ: Transaction Publishers, 2011).

Author: Sigurdur Gylfi Magnusson

Publisher: Routledge

ISBN: 9781317607816

Category: History

Page: 242

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This book studies everyday writing practices among ordinary people in a poor rural society in the 19th and early 20th centuries. Using the abundance of handwritten material produced, disseminated and consumed some centuries after the advent of print as its research material, the book's focus is on its day-to-day usage and on "minor knowledge," i.e., text matter originating and rooted primarily in the everyday life of the peasantry. The focus is on the history of education and communication in a global perspective. Rather than engaging in comparing different countries or regions, the authors seek to view and study early modern and modern manuscript culture as a transnational (or transregional) practice, giving agency to its ordinary participants and attention to hitherto overlooked source material. Through a microhistorical lens, the authors examine the strength of this aspect of popular culture and try to show it in a wider perspective, as well as asking questions about the importance of this development for the continuity of the literary tradition. The book is an attempt to explain “the nature of the literary culture” in general – how new ideas were transported from one person to another, from community to community, and between regions; essentially, the role of minor knowledge in the development of modern men.
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Young Adult Literature in the Composition Classroom

... acquisition of literacy is a necessary precursor to and invariably results in economic development, democratic practice, cognitive enhancement, and upward social mobility” (qtd. in Literacy Myths, Legacies, & Lessons 35). students ...

Author: Tamara Girardi

Publisher: McFarland

ISBN: 9781476669953

Category: Language Arts & Disciplines

Page: 242

View: 950

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Young adult literature holds an exceptional place in modern American popular culture--accessible to readers of all levels, it captures a diverse audience and tends to adapt to the big screen in an exciting way. With its wide readership, YAL sparks interesting discussions inside and outside of the classroom. This collection of new essays examines how it has impacted college composition courses, primarily focusing on the first year. Contributors discuss popular YA stories, their educational potential, and possibilities for classroom discussion and exercise.
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The Oxford Handbook of the History of Education

For the most recent restatement of his view, see “The Literacy Myth at Thirty,” in Literacy Myths, Legacies, and Lessons, ed. Harvey J. Graff (New Brunswick, NJ: Transaction, 2011), 50–71. 22. David Mitch, “Education and Skill of the ...

Author: John L. Rury

Publisher: Oxford University Press

ISBN: 9780199340040

Category: History

Page: 640

View: 231

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This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
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Literary Cultures and Twentieth Century Childhoods

The Literacy Myth: Literacy and Social Structure in the NineteenthCentury City. Academic P, 1979. Graff, Harvey, and John Duffy. “The Literacy Myth.” Literacy Myths, Legacies, and Lessons: New Studies in Literacy. Edited by Graff.

Author: Rachel Conrad

Publisher: Springer Nature

ISBN: 9783030353926

Category: Literary Criticism

Page: 285

View: 760

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This collection of essays offers innovative methodological and disciplinary approaches to the intersection of Anglophone literary cultures with children and childhoods across the twentieth century. In two acts of re-centering, the volume focuses both on the multiplicity of childhoods and literary cultures and on child agency. Looking at classic texts for young audiences and at less widely-read and unpublished material (across genres including poetry, fiction, historical fiction or biography, picturebooks, and children’s television), essays foreground the representation of child voices and subjectivities within texts, explore challenges to received notions of childhood, and emphasize the role of child-oriented texts in larger cultural and political projects. Chapters frame themes of spectacle, self, and specularity across the twentieth-century; question tropes of childhood; explore identity and displacement in narrating history and culture; and elevate children as makers of literary culture. A major intent of the volume is to approach literary culture not just as produced by adults for consumption by children but also as co-created by young people through their actions as speakers, artists, readers, and writers.
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Sense making Problematizing Constructs of Literacy for 21st Century Education

Literacy myths, legacies and lessons: New studies on literacy. New Brunswick, NJ: Transaction Publishers. Graff, H. J. (2010). The literacy myth: literacy, education and demography. Vienna Yearbook of Population Research, 8, 17–23.

Author: Marilyn J. Narey

Publisher: Springer Nature

ISBN: 9783030681173

Category: Education

Page: 123

View: 105

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This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education. The chapters unfold in a creative interplay of practice and theory. Narey’s insightful questioning into the socio-historical-cultural implications of “literacy as empowerment” establishes the critical context, while Kerry-Moran’s examination of the burgeoning literacy landscape reveals challenges for teacher education. Drawing upon classic and cutting-edge theories, Narey builds a provocative and powerful case for a 21st century construct of literacy as sense-making: sense as relative to the senses (i.e., sight, hearing) and sense as making meaning. Her innovative model of the literacy event opens up a range of potential foci for analysis and facilitates her teasing out of two critical areas for instruction: sensory perception and aesthetic knowledge. This theoretical sense-making lens is applied to Kerry-Moran’s teacher education classroom as the authors reflect upon further development. As a timely original and thought-provoking work, this slim volume of big ideas promises to be a valuable resource for teacher educators and other scholars who seek a clear and cohesive frame for literacy in 21st century education. This is a very well written scholarly text that provides a new and important theory of 21st century literacy. Narey’s sketches of literacy as sense-making are laid out in logical form, building upon researched and referenced sources to ground her ideas and offering the reader information, examples and new insights. In addition to providing many significant perspectives underpinning her new theory, Narey provides excellent historical and current explanations about literacy from highly respected researchers in the field. The inclusion of a practical application of Narey’s conceptual/theoretical framework to Kerry-Moran's example of an instructional unit in a teacher education course is helpful to understanding the theory in practice. The references throughout the work are extensive, comprehensive and very well documented. This text, Sense-making: Problematizing Constructs of Literacy for 21st Century Education, contributes original thinking to the field of literacy and learning and would be an excellent resource for literacy and language professors or instructors in a post-graduate or professional development program. Penny Silvers, Professor of Education, Dominican University, USA
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P dagogische Konzeptionen zwischen Vergangenheit und Zukunft

The Legacies of Literacy : From Plato to Freire through Harvey Graff . Harvard Educational Review 58 ( 2 ) 1988 , pp . 195-212 . Graff , H.J .: Literacy's Myths and Legacies : From Lessons from the History of Literacy , to the Question ...

Author: Edvard Protner

Publisher: Peter Lang

ISBN: 3631592868

Category: Education

Page: 182

View: 429

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Dieses Buch zeigt, wie lebendig, (selbst-)kritisch und anregend historische Forschungen in der Pädagogik sind. Es setzt deutliche Akzente gegen das sukzessive Zurückdrängen von historisch-systematischen Themen in Forschung und Lehre. Die Auseinandersetzungen mit den (Dis-)Kontinuitäten in der Geschichte des Faches erhalten immer wieder neue Impulse, auch aus anderen Disziplinen. Moderne Begriffsverwirrungen lassen sich oftmals gewinnbringend durch einen aufmerksamen Blick in die Geschichte klären, und allzu übereilte Reformbestrebungen in der Gegenwart brechen sich in den Erinnerungen an frühere Versuche und Einsichten. Das alles zeigt sich länderübergreifend in Slowenien, Kroatien, Österreich und Deutschland.
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From Language Skills to Literacy

The legacies of literacy: Continuities and contradictions in western society and culture. Bloomington, IN: Indiana University Press. Graff, H. J. (2011). Literacy myths, legacies and lessons: New Studies on literacy.

Author: Csilla Weninger

Publisher: Routledge

ISBN: 9781351839891

Category: Education

Page: 180

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The narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.
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Critical Explorations of Young Adult Literature

Graff, H. J. (2010). The literacy myth at thirty. Journal of Social History, 43 (3), 635–661. Graff, H. J. (2011). Literacy myths, legacies, and lessons: New studies on literacy. New York: Routledge. Grochowski, S. (2018, October 2).

Author: Victor Malo-Juvera

Publisher: Routledge

ISBN: 9781000769999

Category: Education

Page: 272

View: 581

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Recognizing the determination of a canon as an ongoing process of discussion and debate, which helps us to better understand the concept of meaningful and important literature, this edited collection turns a critical spotlight on young adult literature (YAL) to explore some of the most read, taught, and discussed books of our time. By considering the unique criteria which might underpin the classification of a YAL canon, this text raises critical questions of what it means to define canonicity and designate certain books as belonging to the YAL canon. Moving beyond ideas of what is taught or featured in textbooks, the volume emphasizes the role of adolescents’ choice, the influence of popular culture, and above all the multiplicity of ways in which literature might be interpreted and reflected in the lives of young readers. Chapters examine an array of texts through varied critical lenses, offer detailed literary analyses and divergent interpretations, and consider how themes might be explored in pedagogical contexts. By articulating the ways in which teachers and young readers may have traditionally interpreted YAL, this volume will extend debate on canonicity and counter dominant narratives that posit YAL texts as undeserving of canonical status. This text will be of great interest to graduate and postgraduate students, academics, professionals, and libraries in the field of young adult literature, fiction literacy, children’s literacy and feminist studies.
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Literacy Work in the Reign of Human Capital

literacy month. ... When longtime literacy historian Harvey Graff turns to the present in Literacy Myths, Legacies, and Lessons, ... Overuse of the word 'literacy' and the concept empties it of value and useful meanings” (22).

Author: Evan Watkins

Publisher: Fordham Univ Press

ISBN: 9780823264247

Category: Literary Criticism

Page: 184

View: 183

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In recent years, a number of books in the field of literacy research have addressed the experiences of literacy users or the multiple processes of learning literacy skills in a rapidly changing technological environment. In contrast to these studies, this book addresses the subjects of literacy. In other words, it is about how literacy workers are subjected to the relations between new forms of labor and the concept of human capital as a dominant economic structure in the United States. It is about how literacies become forms of value producing labor in everyday life both within and beyond the workplace itself. As Evan Watkins shows, apprehending the meaning of literacy work requires an understanding of how literacies have changed in relation to not only technology but also to labor, capital, and economics. The emergence of new literacies has produced considerable debate over basic definitions as well as the complexities of gain and loss. At the same time, the visibility of these debates between advocates of old versus new literacies has obscured the development of more fundamental changes. Most significantly, Watkins argues, it is no longer possible to represent human capital solely as the kind of long-term resource that Gary Becker and other neoclassical economists have defined. Like corporate inventory and business management practices, human capital—labor—now also appears in a “just-in-time” form, as if a power of action on the occasion rather than a capital asset in reserve. Just-in-time human capital valorizes the expansion of choice, but it depends absolutely on the invisible literacy work consigned to the peripheries of concentrated human capital. In an economy wherein peoples’ attention begins to eclipse information as a primary commodity, a small number of choices appear with an immensely magnified intensity while most others disappear entirely. As Literacy Work in the Reign of Human Capital deftly illustrates, the concentration of human labor in the digital age reinforces and extends a class division of winners on the inside of technological innovation and losers everywhere else.
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Literacy Media Technology

Literacy myths, legacies and lessons: New studies on literacy. New Brunswick, NJ: Transaction Publishers. Jones, R., Chik, A., & Hafner, C. A. (2015). 'Introduction: Discourse analysis and digital practices.

Author: Becky Parry

Publisher: Bloomsbury Publishing

ISBN: 9781474258005

Category: Education

Page: 272

View: 189

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Literacy, Media, Technology considers the continued significance of popular culture forms such as postcards, film, television, games, virtual worlds and social media for educators. Following multiple pathways through technological innovation, the contributors reflect on the way in which digital and portable devices lead to new and emerging forms of reading, participating and creating. Rejecting linear conceptualisations of progression, they explore how time is not linear as technological advances are experienced in multiple ways linked to different personal, social, political and economic trajectories. The contributors describe a range of practices from formal and informal education spaces and interrogate some of the continuities and discontinuities associated with literacy, media and technology at a time when rapidly evolving communicative practices often meet intransigence in educational systems. The chapters adopt diverse forms: historical perspectives, personal story and reflection, project reports, document analysis, critical reviews of resources, ethnographic accounts, and analyses of meaning-making within and beyond educational institutions. Together, they provide multiple insights into the diverse and fluid relationships between literacy, media, technology, and everyday life, and the many ways in which these relationships are significant to educational research and practice.
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TESOL Guide for Critical Praxis in Teaching Inquiry and Advocacy

The literacy myth : Cultural integration and social structure in the nineteenth century . Routledge . Graff , H.J. ( 2017 ) . Literacy myths , legacies , and lessons : New studies on literacy . Routledge . doi : 10.4324 / 9780203787090 ...

Author: Crawford, Jenifer

Publisher: IGI Global

ISBN: 9781799880950

Category: Education

Page: 547

View: 240

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The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.
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Initiating Learning

The Legacies of Literacy: Continuities and Contradictions in Western Society and Culture. In: Castell, S.; Luke, A.; Egan, K. (Eds.) Literacy, Society, and Schooling, A Reader. ... Literacy, Myths, Legacies & Lessons.

Author: Bosse Bergstedt

Publisher: Waxmann Verlag

ISBN: 9783830976509

Category: Education

Page: 156

View: 764

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Learning processes are never at hand or evident. How we learn something is for the most part not visible for us and for others. Primarily, learning is carried out by implicit and unspoken attitudes and mindsets, as it is stimulated by more or less ungraspable former experiences. Furthermore, it is influenced by opaque actual happenings such as subtexts of a spoken text, by forms of bodily communication and interaction and by the material conditions of learning processes and their limitations. Thus, learning cannot be reduced to its visible side such as its tasks, to the conscious motives and to forms of controlling it. When looking at learning only as an explicit process, its taciturnity and, by this, the real challenges of educating, teaching and learning get out of sight. Therefore, the endeavor to initiate learning cannot but deal with its explicit as well with its tacit aspects.
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Participatory Video in Adult Education

First, participatory video can engage adult learners in the practice of multimodal literacy that uses their everyday experiences as a source of knowledge. ... Literacy myths, legacies, and lessons: New studies on literacy.

Author: Kyung-Hwa Yang

Publisher: Springer

ISBN: 9789811010507

Category: Education

Page: 68

View: 286

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This book highlights participatory video as an instrument for community-based adult education and focuses in particular on the role that it can play in promoting participatory culture among adult learners. In brief, participatory video refers to participant-centered video making. Today, participant-generated videos can travel farther and faster than ever before, and thus, the perspectives represented can be effectively shared by a large number of people. Participatory video can also offer those involved an opportunity to address issues that matter to them and give voice to their experiences. The author explores this potential based on her experience working with adult learners in a metropolitan community and addresses participatory video in both theory and practice. The target readership is adult educators, but it will also be helpful to researchers who have a particular interest in incorporating video into their community-based work.
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