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ERIC Number: ED614592
Record Type: Non-Journal
Publication Date: 2021
Pages: 123
Abstractor: As Provided
ISBN: 978-3-030-68116-6
ISSN: ISSN-2211-1921
EISSN: N/A
Sense-Making: Problematizing Constructs of Literacy for 21st Century Education. SpringerBriefs in Education
Narey, Marilyn J.; Kerry-Moran, Kelli Jo
SpringerBriefs in Education
This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education. The chapters unfold in a creative interplay of practice and theory. Narey's insightful questioning into the socio-historical-cultural implications of "literacy as empowerment" establishes the critical context, while Kerry-Moran's examination of the burgeoning literacy landscape reveals challenges for teacher education. Drawing upon classic and cutting-edge theories, Narey builds a provocative and powerful case for a 21st century construct of literacy as sense-making: sense as relative to the senses (i.e., sight, hearing) and sense as making meaning. Her innovative model of the literacy event opens up a range of potential foci for analysis and facilitates her teasing out of two critical areas for instruction: sensory perception and aesthetic knowledge. This theoretical sense-making lens is applied to Kerry-Moran's teacher education classroom as the authors reflect upon further development. As a timely original and thought-provoking work, this slim volume of big ideas promises to be a valuable resource for teacher educators and other scholars who seek a clear and cohesive frame for literacy in 21st century education.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2129/gp/education-language
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: Teachers; Students
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A