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As so often is the case, the idea for this book came from a twisting path. Not long after we began collaborating and presenting together at conferences, we were invited to draft a chapter on critical race theory (CRT) in academic libraries. An invited chapter is, of course, very flattering, so we proceeded without much thought to who the publisher would be. Angela had been working on social justice issues for a while at that point, while CJ had a wealth of expertise on open educational resources (OER). We merged our two areas of expertise in drafting that chapter, discussing OER as an opportunity to not only save students money but incorporate CRT into the curriculum—both in content and in practice. We submitted the final draft and were dismayed when we received the publication agreement. The publisher was unwilling to allow us to retain the copyright, even after we shared the licensing agreement that the Association of College & Research Libraries (ACRL) Press uses as an example. In discussing how to proceed—should we submit this chapter somewhere else?—we realized that we were really excited about extending the discussion of OER beyond just ensuring that all students can afford to access their course materials. So we pitched the idea of an edited volume on this topic to a publisher that we know has publishing practices we support (chapter authors retain copyright and select the Creative Commons license they prefer for their work), and here we are! Our entrance to academic work on social justice was through a focus on CRT. We outline this background here but wish to emphasize that it explicitly addresses only one aspect of social justice. For us, the structural understanding of racism in the United States creates a foundation upon which to understand other structures of oppression as well as intersectionality.
Sociology --- Education --- General education
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As so often is the case, the idea for this book came from a twisting path. Not long after we began collaborating and presenting together at conferences, we were invited to draft a chapter on critical race theory (CRT) in academic libraries. An invited chapter is, of course, very flattering, so we proceeded without much thought to who the publisher would be. Angela had been working on social justice issues for a while at that point, while CJ had a wealth of expertise on open educational resources (OER). We merged our two areas of expertise in drafting that chapter, discussing OER as an opportunity to not only save students money but incorporate CRT into the curriculum—both in content and in practice. We submitted the final draft and were dismayed when we received the publication agreement. The publisher was unwilling to allow us to retain the copyright, even after we shared the licensing agreement that the Association of College & Research Libraries (ACRL) Press uses as an example. In discussing how to proceed—should we submit this chapter somewhere else?—we realized that we were really excited about extending the discussion of OER beyond just ensuring that all students can afford to access their course materials. So we pitched the idea of an edited volume on this topic to a publisher that we know has publishing practices we support (chapter authors retain copyright and select the Creative Commons license they prefer for their work), and here we are! Our entrance to academic work on social justice was through a focus on CRT. We outline this background here but wish to emphasize that it explicitly addresses only one aspect of social justice. For us, the structural understanding of racism in the United States creates a foundation upon which to understand other structures of oppression as well as intersectionality.
Sociology --- Education --- General education
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Literacy. --- Illiteracy --- Education --- General education
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The current higher education policy and practice landscape is simultaneously marked by uncertainty and hope, and nowhere are these tensions more present than in discussions and actions around general education. This volume uses an anthropological approach to contemplate ways of reimagining general education for the 21st century and how faculty, teachers, administrators, and others can transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come. Included are analyses of general education concepts such as 'diversity,' case studies of general education and connecting curricula, opportunities for faculty development, unique general education student populations, assessment strategies, and philosophical/pedagogical challenges. Contributors make the case that far from receding from a central role in higher education, there is a need to strengthen general education curricula as key to the educational needs of students, for the skills and competencies they require in the workplace and for civic engagement.
General education --- Educational anthropology. --- Enseignement --- Anthropologie de l'éducation.
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Student literacy is a perennial concern in and across nations, with measurement and accountability continually ramped up at both individual student and school levels. Debates about literacy and how it can best be improved are never far from media headlines. However, relatively little consideration is given to the role that school libraries and their staff play in building and maintaining student literacy, despite research linking school libraries and qualified staff to student literacy gains. With the number of students who struggle with basic literacy skills increasing in many nations, school libraries can play an important role in improving the academic, vocational and social outcomes for these young people, thereby increasing their opportunities. Fostering student wellbeing is also a key priority for schools given the challenges young people face in current times. This book seeks to promote greater understanding of the links between reading, literacy and wellbeing that could help students cope with these challenges, and the role of the school library in leading this approach. It explores the current role of school library professionals and highlights how literacy and wellbeing education and support sit within this, paying specific attention to how school library professionals build reading engagement and promote student wellbeing through various approaches, such as fostering health literacy and creating nurturing environments. Readers will be empowered to build a case for the importance of their role and library, and audit their current literacy and wellbeing offerings, and adjust or extend them where applicable based on best practice. The book also explores some of the many challenges facing school libraries and their professional staff that may need to be mitigated to ensure that they can reach their full potential for supporting student literacy and wellbeing.
School libraries. --- Literacy. --- Education --- General education --- Illiteracy --- Libraries --- Instructional materials centers --- Libraries and schools --- Public school libraries
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Cryptology of the long eighteenth century became an explicit discipline of secrecy. Theorized in pedagogical texts that reached wide audiences, multimodal methods of secret writing during the period in England promoted algorithmic literacy, introducing reading practices like discernment, separation, recombination, and pattern recognition. In composition, secret writing manipulated materials and inspired new technologies in instrumentation, computation, word processing, and storage. Cryptology also revealed the visual habits of print and the observational consequences of increasing standardization in writing, challenging the relationship between print and script. Secret writing served not only military strategists and politicians; it gained popularity with everyday readers as a pleasurable cognitive activity for personal improvement and as an alternative way of thinking about secrecy and literacy.
Cryptography --- Literacy --- History --- Illiteracy --- Education --- General education --- Cryptanalysis --- Cryptology --- Secret writing --- Steganography --- Signs and symbols --- Symbolism --- Writing --- Ciphers --- Data encryption (Computer science)
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The study of the Middle Ages in every aspect of the modern liberal arts-the humanities, STEM, and the social sciences-has significant importance for society and the individual. There is a common belief that the peoples of the past were somehow exempt from (positive, especially) human nature, had less of a sense of morality (by any definition) than we do now, or were unaware of basic human dilemmas or triumphs. Relegating the Middle Ages to 'primitive' distances us from close examination of what has not changed in society-or what has, which might not be for the better. Exploring and exploding these (mis)conceptions is essential to experience the benefits of a liberal education.
Civilization, Medieval --- Middle Ages --- Middle Ages. --- alterity. --- disability studies. --- diversity. --- education. --- general education. --- liberal arts. --- medieval. --- public medievalism. --- Study and teaching. --- Education. --- Study and teaching (Higher).
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Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning. A comprehensive introductory chapter presents the theoretical tenets of the approach and is followed by four chapters devoted to the establishment of connections between the framework and L2 instruction, information on evidence-based pedagogical practices and suggestions for their implementation, and task examples that can be adapted for use in a variety of educational contexts. Each chapter links theory and research to practical steps instructors can take to select authentic materials and create tasks in each of the framework's knowledge processes with the objective of developing L2 students' performance in the interpersonal (speaking), interpretive (reading and listening), and presentational (writing) modes of communication. A selection of guidance charts, figures, templates, and extra digital resources are included within the text to support learning and teaching. The book will be of interest to graduate students and in-service and future L2 teachers in all levels of instruction. Chapter1, Chapter 2 and Chapter 3of this bookare freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.
Language and languages --- Literacy --- Second language acquisition --- Study and teaching. --- Second language acquisition Study and teaching --- Study and teaching --- Illiteracy --- Education --- General education --- Language and languages Study and teaching --- Language and education --- Language schools
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This book offers an interdisciplinary approach to the teaching of academic writing and information literacy in a new digital dimension, drawing on recent trends towards project-based writing, digital writing and multimodal writing in Education, and synthesising theory with practice to provide a handy toolkit for teachers and researchers. The author combines a practical orientation to teaching academic writing and information literacy with a grounding in current theories of writing instruction in the digitalized era, and argue that as digital environments become more universal in modern society - particularly in the aftermath of the coronavirus pandemic - the lines between traditional academic writing and multi-modal digital writing must necessary become blurred. This book will be of use to teachers and instructors of academic writing and information literacy, particularly within the context of English for Academic Purposes (EAP), as well as students and researchers in Applied Linguistics, Pedagogy and Digital Writing. .
Applied linguistics. --- Philology. --- Literacy. --- Penmanship. --- Applied Linguistics. --- Languages. --- Writing Skills. --- Chirography --- Handwriting --- Writing --- Language arts --- Illiteracy --- Education --- General education --- Linguistics --- Study and teaching --- Academic writing. --- Information literacy. --- Literacy, Information --- Information science --- Learned writing --- Scholarly writing --- Authorship
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Literacy education can take place in many locations and periods across the lifespan. Literacy educators require flexibility and a deep toolbox to meet their students' diverse needs, regardless of whether they work in traditional school and college settings or in other environments with varied populations. Teaching Literacy in Diverse Contexts shows how practical experiences can be used in creative ways to support educator development for teaching literacy in a global context. Mentorship between a developing literacy educator and an experienced teacher educator is central to the book, and to the practical experiences in training or professional development that it focuses on. Chapters share the creative solutions discovered during mentorship that supported developing literacy educators to teach with authenticity in a number of contexts, including the adult learning sector, a rural community in Africa and alongside parents of very sick children. The authors demonstrate how this can be done in a sensitive and culturally relevant manner by parents, volunteers and teachers with varying degrees of experience in both formal and informal spaces. Together, the chapters build a crucial resource for preparing a broad range of literacy educators to teach literacy in many contexts where policy on how best to teach reading and writing to diverse student bodies ebbs and flows.
Literacy. --- Language and education. --- Culturally relevant pedagogy. --- Culturally relevant teaching --- Culturally responsive pedagogy --- Culturally responsive teaching --- Teaching --- Multicultural education --- Educational linguistics --- Education --- Language and languages --- Illiteracy --- General education --- Methodology
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