The Cambridge Handbook of Literacy 1st Edition by Nancy Torrance, David Olson 0521680522 9780521680523
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ISBN 10: 0521680522
ISBN 13: 9780521680523
Author: Nancy Torrance, David R. Olson
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.
Table of contents:
Part I LITERACY AS A SCIENTIFIC SUBJECT
CHAPTER 1 The Literacy Episteme: From Innis to Derrida
The Literacy Episteme and its Scope
The Rise of the Literacy Episteme
Widening the Frame: Innis and Derrida
Why Did the Dam Burst?
References
Part II LITERACY AND LANGUAGE
CHAPTER 2 Grammatology
Notes
References
CHAPTER 3 Speech and Writing
Introduction
Socrates and Plato on Speech and Writing
Aristotle on Symbols
Grammar
The ‘Primacy of Speech’
The Independence of Speech and Writing
Conclusion
References
CHAPTER 4 The Origins and Co-Evolution of Literacy and Numeracy
Tallies, Numerals, and Scripts
The Origins of Writing and Numerical Notation
Mesopotamia
Egypt
Lowland Mesoamerica
Shang China
Peru
Highland Mesoamerica
Early Writing and Numerals: Summary
Notes
References
CHAPTER 5 Are There Linguistic Consequences of Literacy? Comparing the Potentials of Language Use in
Introduction
Linguistic Variation within and across the Two Modes
Multi-Dimensional Studies of Spoken and Written Registers in English
Historical Evidence
Cross-Linguistic Evidence
Conclusion
References
CHAPTER 6 Becoming a Literate Language User: Oral and Written Text Construction across Adolescence
Introduction
The Language of Oral and Written Text Construction
Written Language Use in Narrative and Expository Texts
Conclusion
Notes
References
CHAPTER 7 The Challenge of Academic Language
Academic Language in Use: Some Examples
Academic Language: An Inventory of Features
A Pragmatics-Based Approach to Academic Language
Academic Language: A Research Agenda
The Developmental Course and Composition of Academic-Language Skills
What Are the Early Precursors?
What Is the Role of Metapragmatic Awareness?
What Is the Effect of Mode?
Is Academic Language Truly More Grammatically Complex?
What Is the Normative Developmental Course and the Ultimate Goal?
Teaching Academic-Language Skills
Which Academic-Language Skills Should Be Instructed?
What Are Effective Pedagogical Approaches?
How Do Planning, Revision, and Rewriting Improve the Advancement of Academic-Language Skills?
How Can Schools Provide Intervention in Academic-Language Skills to Students Who Start Far Behind?
How Can the Role of Language in Self-Presentation Be Taught?
Do Students Need Instruction in Metasociolinguistic Awareness?
In What Informational Context Should Teachers Teach Academic-Language Expression?
Which Genres Are the Most Important?
Conclusion
Notes
References
CHAPTER 8 The Basic Processes in Reading: Insights from Neuroscience
The Development of Reading across Languages
The Core Role of Phonology
The Development of Phonological Awareness across Languages
The Sequence of Phonological Development
The Acquisition of Reading and Spelling Skills across Languages
The Development of Reading in Atypical Groups of Children
Children with Developmental Dyslexia
Deaf Children
Neuroimaging of Typical and Atypical Readers
Neuroimaging of Word Recognition and Phonology in Adult Readers
Neuroimaging of Word Recognition and Phonology in Children
Conclusion
References
Note
CHAPTER 9 Language and Literacy from a Cognitive Neuroscience Perspective
Introduction
Structural and Functional Complexity of the Brain
Information-Processing Models
A Developmental Perspective on Cognition
Language and Literacy
Literacy from a Cognitive Neuroscience Point of View
The Study Population of Southern Portugal
Functional and Neuroanatomical Differences between Literacy Groups
Hemispheric Differences
Cognitive Differences between Literacy Groups
Color Makes a Difference: Object Naming
The Impact of Literacy on Visuomotor Integration
Ecological Relevance
Short-Term Working Memory and Phonological Processing
Digit and Spatial Span
Word and Pseudoword Processing
Words in Sentence Context
Semantic Intrusions and the Awareness of Phonological Form
Conclusion
Note
References
Part III LITERACY AND LITERATURES
CHAPTER 10 Ways of Reading
Introduction
The Personal is Social: Reflections on Reading and Solitude
Reading and the Family
Reading and Peers: School and Competition
“Dear Readers . . . ”
Concluding Remarks
Notes
CHAPTER 11 Conventions of Reading
Notes
References
CHAPTER 12 Literacy, Reading, and Concepts of the Self
Notes
CHAPTER 13 Reading as a Woman, Being Read as a Woman
Notes
References
CHAPTER 14 Literacy and the History of Science
Introduction: Literate Competencies Required for Dealing With Scientific Texts
Reading a Text: The Example of Algorithms
Reading Other Types of Inscriptions
Restoring Literate Skills and the Cultures Linked to Them
Notes
References
CHAPTER 15 Scientific Literacy
Conceptions of Scientific Literacy
The Language of Science
Reading as Intrinsic to Science
Reading and Writing for Science
Educational Implications
Acknowledgments
References
CHAPTER 16 Digital Literacy
Word Processing
Hypermedia
Literary Hypermedia
Computer-Mediated Communication
Digital Divide
New Literacy Studies
Digital Archives
Information Literacy
Collaborative Knowledge
Conclusion
Notes
References
CHAPTER 17 Literacy, Video Games, and Popular Culture
School Success
An Example
Specialist Language in Popular Culture
Video Games and Learning
Situated Meaning and Video Games
Augmented by Reality: Madison 2020
Conclusions
References
Part IV LITERACY AND SOCIETY
CHAPTER 18 Ethnography of Writing and Reading
‘Meanings of Literacy’ in Different Traditions
Literacy and Learning
Learning
Cognitive Approaches to Literacy
Literacy as Text: Multimodality and Multi-Literacies
Social Practice Approaches
Ethnographies of Literacy
Note
References
CHAPTER 19 The Origins of Western Literacy: Social Practice Approaches
Early Literacy in Greece (Eighth–Sixth Century)
Literacy and Democracy, Literacy and the State: Public Writing on Stone in Greece and Rome
Literacy and Literacies: How Many Were Literate?
Conclusions: Literacy and Social Advancement
Notes
CHAPTER 20 Literacy from Late Antiquity to the Early Middle Ages, c. 300–800 AD
Literacy in the Late Roman Empire
Christianity and Literacy: Belief and Practice
Women
Old Languages, New Scripts
Conclusion
Notes
References
CHAPTER 21 Chinese Literacy
Abstract
Introduction
History of Literacy Among Han Chinese
Nature of Hanzi
Development of the Types of Hanzi
How to Read Hanzi
School
TEXTBOOKS
TEACHING SKILLS
Literate Stratum
Wenjiao
The Magic Hanzi
Hanzi as the Centre of Literacy
Hanzi and Cognition
The Spread of Hanzi
The Functions of Literacy and its Impacts on Chinese Culture
Literacy in Non-Han Languages
Final Remarks
Notes
References
CHAPTER 22 The Elephant in the Room: Language and Literacy in the Arab World
Some Background Context
Who Is the Pupil Imagined to Be?
A Relationship With the Language of Literacy
Communities of Practice, Communities of Participation
Literacy and the Production of Knowledge
Conclusion
Notes
References
CHAPTER 23 Literacy, Modernization, the Intellectual Community, and Civil Society in the Western World
Concepts and Thesis
Thesis
Modernization
Culture and Civilization
Civil Society
The Intellectual Community
Hegemony
The Western World
The Rise of Mass Literacy
Patterns of Literacy
The Creation of National Systems of Education
The Literate Community, Hegemony, and Civil Society
Hegemony and Civil Society
The Literate Community and the Legacy of Antiquity
Clerks and Clerics
The Renaissance and the Scientific Revolution
Traditional Jurisprudence, Literacy and Civil Society
The Democratization of Knowledge and the Loss of Hegemony
Knowledge for What?
Notes
Part V LITERACY AND EDUCATION
CHAPTER 24 The Teaching of Literacy Skills in Western Europe: An Historical Perspective
The Evolving Meaning of Literacy
The Evolving Methodology of Research in the History of Literacy
Literacy and Schooling: Research Conducted between 1880 and 1960
Literacy and Popular Culture: Research Conducted since the Late 1960s
Teaching to Read from the Reformation to the Age of the Enlightenment
Learning to Read as Part of Catechism: Reading and Oral Memory
Arts of Memory for Schoolchildren: Reciting, Singing, Verse, Questions and Answers
Exams of Literacy and Participation in Sacraments
Literacy and the School Curriculum
American Primers between 1750 and 1850
Schooled Literacy in an Age of Novels and Newspapers
The Distinction between Primers and First Readers
The Creation of a Primary School Curriculum and of Academic Disciplines
Conclusion
Notes
CHAPTER 25 The Configuration of Literacy as a Domain of Knowledge
Literacy as a Domain of Knowledge
The Configuration of a Domain of Knowledge
A Domain-Specific Onset
From Formal Constraints of Writing to its Referential-Communicative Functions
From Universal to Orthography-Specific Development
The Configuration of Literacy Is Not an Additive Process
The Process of Interpretation Gears the Development of Literacy
Psycholinguistic and Educational Implications
Note
References
CHAPTER 26 Literacy and Metalinguistic Development
The Nature of Metalinguistic Development
Metalinguistic Development as a Predictor of Literacy
Literacy as a Predictor of Metalinguistic Development
Reciprocal Nature of Literacy Acquisition and Metalinguistic Development
References
CHAPTER 27 Cultural and Developmental Predispositions to Literacy
Cognitive and Cultural Explanations of Learning
Cognitive Tools for Literacy
Cultural Practices, Literacy and Cognitive Development
Sociocultural Theory
Sociocultural Practices
Cultural Practices and Literacy
Home Literacy Practices
Conclusion
References
CHAPTER 28 Literacy and International Development: Education and Literacy as Basic Human Rights
The Problem
The Quiet Revolution in Schooling: The Good News
The Results: What Constitutes Success and How Do We Know?
Pedagogy
The Teachers: Who They Are
and How They Learn
Conclusion
Note
References
CHAPTER 29 Adult Literacy Education in Industrialized Nations
Determining the Scale of Need
Participation in Adult Literacy Education
Systems of Provision
Quality of Provision
Participation in Provision
Dropout Rates
Professionalism of the Teaching Staff
Curriculum Standards
Accountability of Provision
Measuring Learning Gains in Programs
Discussion
References
CHAPTER 30 New Technologies for Adult Literacy and International Development
Literacy and International Development
Technology and Literacy
Status and Trends
Concepts and Definitions
Trends in Technology Development
Technology in Support of Literacy and Basic Skills
Basic Literacy Skills
ICTs in Support of Basic Literacy Skills
ICTs in Support of Distance Learning
Technology in Support of a Broader Vision of Literacy
Information Literacy and the Use of Digital Information
Literacy, the Internet, and the Creation of Digital Products
Information Literacy and New Approaches to Learning and Teaching
Social Structures and Information Literacy in Developing Countries
Conclusions
Note
References
CHAPTER 31 Literacy, Literacy Policy, and the School
Literacy as the Ability to Read and Write
Literacy as an Acquaintance with Literature
Normative Conventions of Reading
Societal Literacy
Literacy Policy: Responsibility for the Acquisition of Basic and Higher Levels of Literacy
Setting and Monitoring Criteria for Judging that One is Literate
References
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