rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Literacy Unbound: Multiliterate, Multilingual, Multimodal
  name:
    name part: Dobinson, Toni.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: Dunworth, Katie.
    role:
      role term: editor.
    role:
      role term: edt
    role:
      role term: http://id.loc.gov/vocabulary/relators/edt
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2019
    edition: 1st ed. 2019.
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VII, 245 p. 35 illus. online resource.
  abstract: This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors' experiences as teacher educators, language and literacy teachers, and researchers on literacy issues it brings together the multiple traditions. What makes the proposed volume unique is the common theme that runs through all the chapters: the examination of the term literacy, the complexity of this term and the importance of having a wide understanding of what it is before tackling educational issues of pedagogy, assessment and student engagement. What is more, as the editors argue, it is necessary to join up the dots and explore the commonalities that form the core of the literacy spectrum. .
  table of contents: Introduction; Toni Dobinson and Katie Dunworth -- World Englishes in Academic Writing: Exploring Markers' Responses; Toni Dobinson, Paul Mercieca and Sarah Kent -- Developing Academic Writing Literacy While Responding to Tutor-Written Feedback; Hugo Santiago Sanchez and Kenan Dikilitaş -- Becoming a Member of a Community of Practice: Postgraduate Researcher Literacy Development in a UK University; Katie Dunworth and Faisal Al Saidi -- Developing Contextual Literacy English for Academic Purpose through Content and Language-Integrated Learning; Jim McKinley -- Learning by Design: Crafting the Knowledge Processes to Enable Pre-Service Secondary Teachers to Design Authentic Learning; Helen CD McCarthy -- Pre-service Teachers' Literacy Abilities: An Exploration Amidst the Criticisms; Jennifer Howell and Von Sawers -- Students; Perceptions of the Use of Video Recording in Additional Language Oral Assessments; Qian Gong, Kyoko Kawaski, Wai Ling Yeung, Grace Zhang and Toni Dobinson -- A Rich Mix: What is English? Integrating Literature, Literacy, Language and Multimodal Dimensions of Meaning-Making in the UK Secondary School English Classroom; Alison Douthwaite -- Using Facebook as a Conduit to Communicate: Translanguaging Online; Rhonda Oliver and Helen CD McCarthy -- Goldilocks and the Three Semiotic Bears: Young Children's Engagement with Early Literacy - a Vygotskian Approach; Paul Gardner -- "To blog, not to block": Examining EFL Learners' Language Development and Intercultural Competence in the Blogosphere through the Sociocultural Lens; Julian Chen.
  note: edited by Toni Dobinson, Katie Dunworth.
  subject:
    topic: Language and education
  subject:
    topic: Educational policy
  subject:
    topic: Education and state
  subject:
    topic: Literacy
  subject:
    topic: Multilingualism
  subject:
    topic: Language Education
  subject:
    topic: Educational Policy and Politics
  subject:
    topic: Literacy
  subject:
    topic: Multilingualism
  classification: LC8-6691
  classification: 407.1
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Multilingual Education, 30
  identifier: 9783030012557
  identifier: https://doi.org/10.1007/978-3-030-01255-7
  record info:
    record creation date: 181206
    record change date: 20191027023002.0
    record identifier: 978-3-030-01255-7