In Contemporary times, the fundamental nature of literacy remains unchanged; it is for this reason that the lessons of 1880 to 1930 are still quite relevant. The opening chapter sets the parameters by
Reading, Writing and Digitizing offers a new theoretical proposal concerning expert and novice readers and writers based on the psycholinguistics of literacy. This book has five specific goals. First,
Classrooms filled with glassy-eyed students provide an experiential base for Alice S. Horning’s new com-prehensive theory about basic writers. Horning explores the theory of writing acquisi-tion in de
Revision has a power and purpose of its own; it is a public act, it is a craft of wide dimensions, and it has a finite nature that nevertheless goes beyond the narrow boundaries of editing. In these t
As individual institutions of education at all levels respond to the call for greater accountability and assessment, those who teach literacy face the challenging task of choosing what to measure and
Horning and Kraemer (writing and rhetoric and library instruction, Oakland U.) draw together a group of writing and English scholars from the US for 10 essays on reconnecting reading with writing in c
Arguing that literacy instruction is the work of all teachers, K-12 and beyond, this collection offers replicable strategies to help educators think about how and when students learn the skills of rea
In this book the authors examine the relations between work and time and explore the possibilities of developing new and more flexible working patterns.
