Bridging Cultures through Literacy. The Thirty-Seventh Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers

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Sonst. Personen	Vasinda, Sheri (Hrsg.); Szabo, Susan (Hrsg.); Johnson, Robin D. (Hrsg.)
Institution	Association of Literacy Educators and Researchers
Titel	Bridging Cultures through Literacy. The Thirty-Seventh Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
Quelle	(2015) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
ISBN	978-1-883604-04-2
Schlagwörter	Tagungsbericht; Literacy; Literacy Education; Reading Comprehension; Common Core State Standards; Comparative Analysis; Reading Programs; Vocabulary Development; Vocabulary Skills; English Language Learners; Online Courses; Conventional Instruction; Graduate Study; Graduate Students; African American Family; Family Literacy; Children; Adolescents; Language Acquisition; Reading Instruction; Reading Aloud to Others; Kindergarten; Teaching Methods; Reading Fluency; Self Concept; Educational Strategies; Standardized Tests; Models; Secondary School Teachers; English Instruction; Language Arts; Reading Habits; Teaching Experience; Difficulty Level; Informal Reading Inventories; Metacognition; Reading Strategies; English (Second Language); Second Language Learning; College Students; Cultural Awareness; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Writing Instruction; Undergraduate Students; Undergraduate Study; Group Activities; Emergent Literacy; Field Experience Programs; Faculty Development; Multicultural Education; Culturally Relevant Education; Foreign Countries; Program Implementation; Adult Students; South Korea; United States + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Leseverstehen; Common core curriculum; Curriculum; Kerncurriculum; Wortschatzarbeit; Aktiver Wortschatz; Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachaneignung; Spracherwerb; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Lehrstrategie; Standadised tests; Standardisierter Test; Analogiemodell; English langauage lessons; Englischunterricht; Sprachkultur; Reading habit; Lesegewohnheit; Schwierigkeitsgrad; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Schreibunterricht; Grundstudium; Gruppenaktivität; Frühleseunterricht; Praxisnahes Lernen; Multikulturelle Erziehung; Ausland; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Korea; Republik; USA
Abstract	The theme for the 58th annual conference of the Association of Literacy Educators and Researchers (ALER) was Bridging Cultures Through Literacy. In the first section of the Yearbook, Parker Fawson's presidential address captures the unique nature of ALER and its role in his professional development, and then moved beyond to capture the changing nature of literacy. In "Creating Innovators: The Central Role of Literacy Development in a Rapidly Changing Global Landscape", Dr. Fawson described the need for 21st century "dispositions" such as creativity, critical thinking, risk-taking, and collaborative problem solving over a storehouse of facts. In section two, Violet Harris, one of the keynote speakers, reminds attendees to recognize the importance of multicultural literature as one of the critical components of bridging cultural gaps. The third section showcases ALER award winners while section four showcases the master's and doctoral research award winners' papers. The remaining articles represent a sampling of the sessions presented at the conference and are divided into three categories related to the conference theme and articles contents: (1) Bridging Cultures Through Literacy: Impacting Children, Adolescents, and Families; (2) Bridging Cultures Through Literacy: Impacting Adult Learners; and (3) Bridging Cultures Through Literacy: Impacting Teacher Education. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for considering new thinking and bridging cultures of all kinds demonstrating that literacy is the road, or bridge, to human progress. [For the Thirty-Sixth Yearbook, see ED552940.] (ERIC).
Anmerkungen	Association of Literacy Educators and Researchers. Web site: http://www.aleronline.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01