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ERIC Number: ED398571
Record Type: Non-Journal
Publication Date: 1996
Pages: 163
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7507-0543-4
Children and Books in the Modern World: Contemporary Perspectives on Literacy.
Marum, Ed, Ed.
This collection of articles is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature, and other non-book texts and media. The collection offers practical as well as theoretical perspectives and addresses issues of good practice as well as of policy. It provides interdisciplinary perspectives drawn from Great Britain, Europe, and the United States and deals with a range of important literacy issues, including: the changing meanings and applications of literacy in the 20th century; literature as cultural heritage and its place in contemporary society; literature defined in the social frame; and the quality of literacy teaching in relation to social expectations. Following an introduction by the editor, articles in the collection are: (1) "Literacy: Its Roller-coaster Ride through U.S. Education" (John S. Simmons); (2) "Beyond England's National Curriculum for English" (Ed Marum); (3) "Core Curriculum; Cultural Heritage; Literacy: Recent Perspectives and Trends in Norwegian Education" (Bjorg B. Gundem); (4) "How Do We Evaluate the Literature Curriculum?: About a Social Frame of Reference" (Gert Rijlaarsdam and Tanja Janssen); (5) "Students as Self-assessors: Learning Experiences of Literature Teaching in Secondary Schools" (Tanja Janssen and Gert Rijlaarsdam); (6) "Outside Forster's Machine: Re-representing Technology in the Age of Cyberspace" (Neil Campbell); (7) "Reading More Than Print" (Ed Marum); and (8) "A Tentative Non-conclusion" (Ed Marum). (NKA)
Falmer Press, Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007-1598 (hardcover: ISBN-0-7507-0542-6, $69.95; paperback: ISBN-0-7507-0543-4, $24.95).
Publication Type: Collected Works - General; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A