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Literacy is the ability to read and write. Some researchers suggest that the study of "literacy" as a concept can be divided into two periods: the period before 1950, when literacy was understood solely as alphabetical literacy ; and the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading and writing and functional literacy.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is alphabetic.
Hyperlexia is a syndrome characterized by a child's precocious ability to read. It was initially identified by Norman E. Silberberg and Margaret C. Silberberg (1967), who defined it as the precocious ability to read words without prior training in learning to read, typically before the age of five. They indicated that children with hyperlexia have a significantly higher word-decoding ability than their reading comprehension levels. Children with hyperlexia also present with an intense fascination for written material at a very early age.
Text messaging, or texting, is the act of composing and sending electronic messages, typically consisting of alphabetic and numeric characters, between two or more users of mobile phones, tablet computers, smartwatches, desktops/laptops, or another type of compatible computer. Text messages may be sent over a cellular network or may also be sent via satellite or Internet connection.
Visual rhetoric is the art of effective communication through visual elements such as images, typography, and texts. Visual rhetoric encompasses the skill of visual literacy and the ability to analyze images for their form and meaning. Drawing on techniques from semiotics and rhetorical analysis, visual rhetoric expands on visual literacy as it examines the structure of an image with the focus on its persuasive effects on an audience.
Reading comprehension is the ability to process written text, understand its meaning, and to integrate with what the reader already knows. Reading comprehension relies on two abilities that are connected to each other: word reading and language comprehension. Comprehension specifically is a "creative, multifaceted process" that is dependent upon four language skills: phonology, syntax, semantics, and pragmatics.
Critical literacy is the ability to find embedded discrimination in media. This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed their ideas about society's norms to determine whether these ideas contain racial or gender inequality.
Transmediation is the process of translating a work into a different medium. The definition of what constitutes transmediation would depend on how medium is defined or interpreted. In Understanding media, Marshall McLuhan offered a quite broad definition of a medium as "an extension of ourselves":
"In a culture like ours, long accustomed to splitting and dividing all things as a means of control, it is sometimes a bit of a shock to be reminded that, in operational and practical fact, the medium is the message. This is merely to say that the personal and social consequences of any medium — that is, of any extension of ourselves — result from the new scale that is introduced into our affairs by each extension of ourselves, or by any new technology."
Interactive writing has been described by Swartz (2001) as "a teaching method in which children and teacher negotiate what they are going to write and then share the pen to construct the message." Interactive writing is a cooperative event in which text is jointly composed and written. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch.
Short Message Service (SMS) language, textism, or textese is the abbreviated language and slang commonly used in the late 1990s and early 2000s with mobile phone text messaging, and occasionally through Internet-based communication such as email and instant messaging.
Nell K. Duke is a contemporary educator and literacy researcher with an interest in informational text, early literacy development, and reading comprehension instruction, with an emphasis on children living in poverty. She is currently a professor of language, literacy, and culture and a faculty associate in the combined program in education and psychology at the University of Michigan.
Beverly Derewianka is Emeritus Professor of linguistics at the University of Wollongong, Australia. She is a leading figure in educational linguistics and Sydney School genre pedagogy. Her major research contributions have been in the field of literacy education. Her research projects tracing students’ literacy development have had a direct and substantial impact on curriculum and syllabus development in Australia and internationally. She has (co-)authored 11 books and numerous book chapters and journal articles in the field of literacy education.
Brian Vincent Street was a British academic and anthropologist, who was professor of language education at King's College London and visiting professor at the Graduate School of Education in University of Pennsylvania. During his career, he mainly worked on literacy in both theoretical and applied perspectives, and is perhaps best known for his book Literacy in Theory and Practice (1984).
NKo (ߒߞߏ) is a standardized unified koiné form of several Manding languages written in the NKo alphabet. It is used in Guinea, Guinea-Bissau, Mali, Ivory Coast, Burkina Faso and some other West African countries, primarily, but not exclusively, in written form, whereas in speech the different varieties of Manding are used: Maninka, Bambara, Dyula and others.
Multimodality is the application of multiple literacies within one medium. Multiple literacies or "modes" contribute to an audience's understanding of a composition. Everything from the placement of images to the organization of the content to the method of delivery creates meaning. This is the result of a shift from isolated text being relied on as the primary source of communication, to the image being utilized more frequently in the digital age. Multimodality describes communication practices in terms of the textual, aural, linguistic, spatial, and visual resources used to compose messages.
Danielle S. McNamara is an educational researcher known for her theoretical and empirical work with reading comprehension and the development of game-based literacy technologies. She is professor of psychology and senior research scientist at Arizona State University. She has previously held positions at University of Memphis, Old Dominion University, and University of Colorado, Boulder.
Mary J. Schleppegrell is an applied linguist and Professor of Education at the University of Michigan. Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL), a theory derived from the work of social semiotic linguist Michael Halliday. Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career, which she began as an educational specialist before transitioning to the field of applied linguistics. As a result, her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.
References
- ↑ "Nenagh Kemp - Profiles". Utas.edu.au. Retrieved 11 December 2017.
- ↑ "Nenagh Kemp". Tasmanian Cognition Laboratory. Retrieved 11 December 2017.
- ↑ Nenagh., Wood, Clare,1971-, Kemp. "Text messaging and literacy : the evidence / Clare Wood, Nenagh Kemp, and Beverly Plester". Nlb.gov.sg. Retrieved 11 December 2017.
{{cite web}}: CS1 maint: multiple names: authors list (link) CS1 maint: numeric names: authors list (link) - ↑ "Dr Nenagh Kemp says how we talk can tell us more about our identity". ABC News. 21 July 2010. Retrieved 11 December 2017.
- ↑ Kemp, Nenagh (25 June 2014). "Text-messaging isn't actually ruining young people's grammar". Washingtonpost.com. Retrieved 11 December 2017.
