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21st Century Literacy

If We Are Scripted, Are We Literate?

  • Book
  • © 2009

Overview

Authors:
  1. Renita Schmidt

    1. Furman University, Greenville, USA

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    You can also search for this author in PubMed   Google Scholar

  2. P. L. Thomas

    1. Furman University, Greenville, USA

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    You can also search for this author in PubMed   Google Scholar

  • Discusses literacy holistically and within the context of literacy instruction throughout the twentieth century
  • Offers the reader a comprehensive research base that is strongly tied to the practical needs and experiences of classroom teachers
  • Places the discussion of literacy within the current mandates of NCLB
  • Offers practical approaches to addressing both best practice and political mandates

Part of the book series: Explorations of Educational Purpose (EXEP, volume 5)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-viii
    Download chapter PDF

  2. The Bureaucratic Script

    1. Introduction

      • Renita Schmidt, P. L. Thomas
      Pages 1-9

    2. Standards, Standards Everywhere and Not a Spot to Think

      • P. L. Thomas
      Pages 13-39

    3. Rubrics, Scoring Guides, and Testing, Testing, Testing

      • Renita Schmidt
      Pages 41-59

  3. The Corporate Script

    1. Marketing Child Readers: Ranking and Sorting

      • Renita Schmidt
      Pages 63-81

    2. English as a Scripted Language

      • P. L. Thomas
      Pages 83-95

  4. The Student Script

    1. “When Are We Going To Do English?”

      • P. L. Thomas
      Pages 99-116

    2. How School Works: Raise Your Hands When You Want to Learn

      • Renita Schmidt
      Pages 117-130

  6. The Administrative Script

    1. But Are They Ready To Do Best Practices?

      • Renita Schmidt
      Pages 159-172

    2. Building and Department Politics—Talking English

      • P. L. Thomas
      Pages 173-187

  7. Beyond Scripts to Literacy

    1. Literacy as Action—Empowering Students

      • P. L. Thomas
      Pages 191-206

    2. Assessing Our Way into Instruction: What Teachers Know and How They Know It

      • Renita Schmidt
      Pages 207-224

  8. Back Matter

    Pages 225-245
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Keywords

About this book

Renita Schmidt and P. L. Thomas The guiding mission of the teacher education program in the university where we teach is to create teachers who are scholars and leaders. While the intent of that mission is basically sound in theory—we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge—that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching. In our unique program, students work closely with one teacher and classroom for the entire senior year and then are supervised and mentored during their first semester of teaching; the program is heavily field-based, and it depends on the effectiveness of mentoring throughout the methods coursework and the first semester of full-time teaching. Students tell us this guidance and support is invaluable, and yet we feel the disjuncture between university and school just as many of you in more traditional student teaching settings. Students hear “best practice” information from us in methods classes and they receive ample exposure to the research supporting our field, but have a hard time implementing research-based practices in their cla- room settings and an even harder time finding it in the classrooms around them.

Authors and Affiliations

  • Furman University, Greenville, USA

    Renita Schmidt, P. L. Thomas

Bibliographic Information

  • Book Title: 21st Century Literacy

  • Book Subtitle: If We Are Scripted, Are We Literate?

  • Authors: Renita Schmidt, P. L. Thomas

  • Series Title: Explorations of Educational Purpose

  • DOI: https://doi.org/10.1007/978-1-4020-8981-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media B.V. 2009

  • Hardcover ISBN: 978-1-4020-8980-0Published: 07 November 2008

  • Softcover ISBN: 978-90-481-8042-4Published: 19 November 2010

  • eBook ISBN: 978-1-4020-8981-7Published: 09 November 2008

  • Series ISSN: 1875-4449

  • Series E-ISSN: 1875-4457

  • Edition Number: 1

  • Number of Pages: VIII, 245

  • Topics: Learning & Instruction, Sociology of Education

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