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Critical Issues in Literacy Pedagogy : Notes from the Trenches by Eurvine Williams (2012, Trade Paperback)
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About this product
Product Identifiers
PublisherCognella, Inc.
ISBN-101621311341
ISBN-139781621311348
eBay Product ID (ePID)128789978
Product Key Features
Number of Pages260 Pages
LanguageEnglish
Publication NameCritical Issues in Literacy Pedagogy : Notes from the Trenches
Publication Year2012
SubjectGeneral, Literacy
TypeTextbook
Subject AreaLanguage Arts & Disciplines, Education
AuthorEurvine Williams
FormatTrade Paperback
Dimensions
Item Height0.5 in
Item Weight18.5 Oz
Item Length10 in
Item Width7 in
Additional Product Features
Intended AudienceScholarly & Professional
SynopsisEvery day, classroom teachers struggle with numerous issues involving literacy and literacy instruction. Many call on professors and instructors for advice and support. Critical Issues in Literacy Pedagogy: Notes from the Trenches , is a response to that call. This anthology presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them. This is a book for teachers, by teachers. The information and ideas in Critical Issues in Literacy Pedagogy are presented from the perspective of those who are directly involved in the teaching and learning environment, where they grapple with the issues and difficulties involved in teaching reading. The selections represent a collective wealth of experience and knowledge in reading and literacy. The contributors are researchers, writers, and scholars who are fully engaged in the dynamics of literacy instruction. Their voices rise from the trenches as they bring their own research and personal expertise to bear on the critical issues that teachers deal with in the current literacy classroom. Critical Issues in Literacy Pedagogy allows for informed and frank discussions of literacy learning. This text can be used by schools of education and departments of literacy in classes including literacy assessment, language and literacy in elementary schools, middle school and adolescent literacy courses., Presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them. The information and ideas in the book are presented from the perspective of those who are directly involved in the teaching and learning environment., Every day, classroom teachers struggle with numerous issues involving literacy and literacy instruction. Many call on professors and instructors for advice and support. Critical Issues in Literacy Pedagogy: Notes from the Trenches , is a response to that call. This anthology presents current, relevant information on literacy issues that are related to comprehension, assessment, best practice approaches, technology, and bi-literacy. It also addresses the theoretical and political contexts that inform them. This is a book for teachers, by teachers. The information and ideas in Critical Issues in Literacy Pedagogy are presented from the perspective of those who are directly involved in the teaching and learning environment, where they grapple with the issues and difficulties involved in teaching reading. The selections represent a collective wealth of experience and knowledge in reading and literacy. The contributors are researchers, writers, and scholars who are fully engaged in the dynamics of literacy instruction. Their voices rise from the trenches as they bring their own research and personal expertise to bear on the critical issues that teachers deal with in the current literacy classroom. Critical Issues in Literacy Pedagogy allows for informed and frank discussions of literacy learning. This text can be used by schools of education and departments of literacy in classes including literacy assessment, language and literacy in elementary schools, middle school and adolescent literacy courses. Eurvine J. Williams, Ph.D. is an assistant professor in literacy at Illinois State University. Dr. Williams is a Certified INTEL (Teach to the Future) Instructor and has comprehensive experience in Technology Mediated Pedagogy for K-Higher education. He has collaborated in the development of NASA Earth Science Technology Curriculum and has amassed a wealth of technology knowledge and experience as a technology coordinator for a number of research grants and projects. Dr. Williams is well versed in Web 2.0 and 3.0 Technologies and Client-Server Architecture for eLearning. He specializes in Language Literacy and Culture and Technology Mediated Pedagogy. His research interest areas include: Technology Use and Practice in Literacy Instruction; Socio-radical and Critical Constructivist theory and practice and Socio-psycholinguistics.
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