Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook: A Peer Reviewed Publication of the College Reading Association, 2006. [Papers from the College Reading Association Conference, 2005]

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Sonst. Personen	Sampson, Mary Beth (Hrsg.); Szabo, Susan (Hrsg.); Falk-Ross, Francine (Hrsg.); Foote, Martha F. (Hrsg.); Linder, Patricia E. (Hrsg.)
Institution	College Reading Association
Titel	Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook: A Peer Reviewed Publication of the College Reading Association, 2006. [Papers from the College Reading Association Conference, 2005]
Quelle	(2006), (384 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8836-0412-5
Schlagwörter	Tagungsbericht; Literacy Education; Content Area Reading; Content Area Writing; Reading Instruction; Individualized Instruction; Evaluation; Multicultural Education; Technological Literacy; Technology Uses in Education; Teacher Effectiveness; Teacher Educators; Preservice Teacher Education; Affective Objectives; Student Motivation; Adult Basic Education; Federal Legislation; Teaching Methods; Publishing Industry; Adult Literacy; Acquired Immunodeficiency Syndrome (AIDS); Texas + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Schriftliche Übung; Leseunterricht; Individualisierender Unterricht; Evaluierung; Multikulturelle Erziehung; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Schulische Motivation; Adult; Adults; Adult education; Erwachsenenbildung; Bundesrecht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The title of the twenty-eighth yearbook mirrors the theme of the 2005 conference--"Learning in the 21st Century with Traditional and Electronic Literacies." The editors chose the title "Multiple Literacies in the 21st Century" in an attempt to reflect the contents of this yearbook which seem to approach literacy from a myriad of ways. The keynotes portray this multiplicity. In his presidential address, Jon Shapiro shares a personal account of literacy that reminds everyone of each learner's individual journey. The papers comprising this Yearbook that follow Shapiro's presidential address are: (1) Content-Area Literacy: The Spotlight Shifts to Teacher Educators (Donna E. Alvermann); (2) Living in the Promised Land... Or Can Old and New Literacies Live Happily Ever After in the Classroom? (Linda D. Labbo); (3) Thinking About Our Future as Researchers: New Literacies, New Challenges, and New Opportunities (Jill Castek, Julie Coiro, Douglas K. Hartman, Laurie A. Henry, Donald J. Leu, and Lisa Zawilinski); (4) Writing about African Americans, Their Communities and their Quilts (Bettye Stroud); (5) Insights about Third-Grade Children's Motivation to Read (Barbara Ann Marinak); (6) Marginalization of Adult Literacy Education in Workforce Preparedness Collaboration: Representation and Negotiation in an Interagency Partnership Under the Workforce Investment Act of 1998 (Wendy Warnken); (7) Does the Accumulation of Points Really Equate to Higher Motivation to Read? (S. Michael Putnam); (8) Teachers Rate Trade Books for Bullying and the Bystander (Rosemary Murray, Mary Shea, and Rebecca Harlin); (9) Teachers' Use of Text to Deal with Crisis Events (Mary Taylor Rycik); (10) An Investigation of the Knowledge Base and Use of Content Instructional Strategies in Primary Grades by Elementary Preservice Teachers (I. LaVerne Raine, Susan Szabo, Wayne M. Linek, Alison Jones, and Mary Beth Sampson); (11) Text to Test Comparison in Texas: An Analysis of Informational Texts in Basal Readers for Elementary Students (Kathy E. Stephens); (12) Three Views of Content-Area Literacy: Making Inroads, Making it Inclusive, and Making Up for Lost Time (Donna H. Topping, Judith K. Wenrich, and Sandra J. Hoffman); (13) Phonological Awareness and Working Memory in Children with Phonological Impairment (Monica Gordon Pershey and Patricia A. Clickner); (14) The Impact of University Reading Clinics: Parental Perceptions (Stephan E. Sargent, Nancy Hill, and Susan Morrison); (15) University-Based Reading Clinics: Where Are We Now? (Sherrye Dee Garrett, Daniel L. Pearce, Laura Ann P. Salazar, and Roberta Simmacher Pate); (16) Using the "Critical Reading Inventory" to Guide Differentiated Instruction (Mary DeKonty Applegate); (17) Stepping Forward Together: Voicing the Concerns of Teacher Educators through Practical Applications and Collaborative Actions (Francine Falk-Ross, Mary Beth Sampson, Barbara J. Fox, Allen Berger, Jill Lewis, Jack Cassidy, Wayne M. Linek, D. Ray Reutzel, Donna Alvermann, and Deborah Dillon); (18) Writing Through the Arts: Promoting Teacher Efficacy (Diana J. Quatroche, Kathryn Bauserman, Lisa Cutter, Bradford B. Venable, and Sean McKitrick); (19) Getting Your Book Published: Lessons from a Black, Female Writer (Joanne K. Dowdy); (20) More Than Just Words: A Model for Designing Effective Health Messages for Those At-Risk for HIV (Faith H. Wallace, Mary P. Deming, Susan Hunter, Lisa Belcher, and Jayoung Choi); (21) Using a Culturally-Based Responsive Approach to Multicultural Literature: Preparing Pre-Service Teachers to Work with All Students (Virginia B. Modla and Donna Glenn Wake); (22) Electronic Literacy Portfolios: Platforms, Process and Promise a Study of Technology Integration in Literacy Teacher Education (Adrienne Andi Sosin and Miriam Pepper-Sanello); (23) Engaging the Mind Through the Fingers: An Analysis of Online Interaction and Stance (Susan Wegmann); (24) Teaching Online Courses: Lessons Learned (Hellen Inyega and Joanne L. Ratliff); and (25) Using Text-to-Speech Software with Struggling Readers (Ernest Balajthy). (Individual papers contain tables, figures, references, and appendices.) [For "Building Bridges to Literacy. The Twenty-Seventh Yearbook," see ED512606.] (ERIC).
Anmerkungen	College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Tel: 903-468-6069; Web site: http://www.collegereadingassociation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10