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Synopsis
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 how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough? How are the criteria for judgment to be known and applied? Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society.
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À propos de l?auteur
Ronald A. Sudol is Professor Emeritus of Rhetoric and former dean of arts and sciences at Oakland University. He holds a Ph.D. from Stony Brook University and has had a long career in teaching, publication and consulting on writing and communications.
Alice S. Horning is Professor Emerita of Writing & Rhetoric and Linguistics at Oakland University. Her Ph.D. is from Michigan State University where she started her career focusing on the intersection of reading and writing.
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Defining Literacy Standards: Essays on Assessment, Inclusion, Pedagogy and Civic Engagement (Studies in Composition and Rhetoric, Band 10) : Essays on Assessment, Inclusion, Pedagogy and Civic Engagement
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Lang, Peter, 2018
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ISBN 13 : 9781433141997
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Taschenbuch. Etat : Sehr gut. Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - 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 how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough How are the criteria for judgment to be known and applied Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society. N° de réf. du vendeur INF1000481826
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Defining Literacy Standards
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Defining Literacy Standards (Studies in Composition and Rhetoric)
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Defining Literacy Standards: Essays on Assessment, Inclusion, Pedagogy and Civic Engagement (Studies in Composition and Rhetoric)
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Defining Literacy Standards: Essays on Assessment, Inclusion, Pedagogy and Civic Engagement (Studies in Composition and Rhetoric)
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Defining Literacy Standards: Essays on Assessment, Inclusion, Pedagogy and Civic Engagement (Studies in Composition and Rhetoric)
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Peter Lang Inc., International A, 2018
ISBN 10 : 143314199X
ISBN 13 : 9781433141997
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Defining Literacy Standards: Essays on Assessment, Inclusion, Pedagogy and Civic Engagement
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ISBN 13 : 9781433141997
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. 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 how to measure it.As individual institutions o. N° de réf. du vendeur 244749332
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Defining Literacy Standards : Essays on Assessment, Inclusion, Pedagogy and Civic Engagement
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Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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 how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough How are the criteria for judgment to be known and applied Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society. N° de réf. du vendeur 9781433141997
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Defining Literacy Standards
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Peter Lang Ltd. International Academic Publishers Dez 2018, 2018
ISBN 10 : 143314199X
ISBN 13 : 9781433141997
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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 how to measure it. Both defining literacy clearly and tying that definition to strategies for assessment are two of many challenges faced by educators, theorists, and members of the public who assume responsibility for assessing literacy as well as developing and improving literacy programs. In a pluralistic and democratic society sensitive to multicultural variation, we need to find our way between the competing needs for inclusiveness and for clear and useful standards. Multiple definitions of literacy raise the issue of whether there can be a standard or set of standards and if so, what they are in an environment of multiple literacies. Indeed, the downside of the defeat of older monolithic notions of literacy is the undermining or at least the questioning of well-established methods of literacy assessment. To some extent, the older methods of assessment have been revised in the light of more expansive definitions of literacy. But will this kind of revision be enough How are the criteria for judgment to be known and applied Thus, this volume addresses the problems of assessing literacy development in the context of multiple and inclusive definitions. Each section consists of chapters that deal with the issue of definitions per se, with standards in postsecondary settings, with the K-12 situation, and with alternative, non-school environments where literacy is critical to human functioning in a democratic society. 208 pp. Englisch. N° de réf. du vendeur 9781433141997
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