| Description |
1 online resource (211 pages) |
| Series |
The Literary Agenda |
|
Literary agenda.
|
| Contents |
Cover; The Literary Agenda: Tales of Literacy for the 21st Century; Copyright; Series Introduction; Contents; List of Figures; 1: Introduction; Working assumptions; Structure of the book; Notes; 2: A Linguist's Tale; A linguistic primer for oral and written language; Phonology; Four tiers of sound; Morphology; Syntax; Semantics; Pragmatics; Orthography; The linguist's tale of a bear; Notes; 3: A Child's Tale; On turning ten; Pre-reading can last a very long time; What's in a word; What's in a letter; What's in the visual cortex |
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What is not in a word, a letter, or the visual cortex for the non-literate personThe first "revolution in the brain"; Literacy and child's play; Notes; 4: A Neuroscientist's Tale of Words; Overview; Tales of words-structural, temporal, and physiological; A few basic design principles that allowed us to read; Connectivity and neuroplasticity; Retinotopic and tonotopic organization principles; Working groups / cell assemblies; Plato, Socrates, and who taught whom; Eidolon-imaging the word through processes of attention and vision; Attention; Vision; Onoma-retrieving the name of the word |
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Finding the nameMeanings-connecting semantic and syntactic systems; Semantic contributions to the meaning of a word; Syntactic contributions to understanding the word; Notes; 5: The Deep Reading Brain; Episteme-connecting the name to the reader's knowledge; Entry processes-imagery, perspective-taking, and background knowledge; Imagery; Perspective-taking; Background knowledge; Metacognitive "scientific method" processes-analogical, inferential, and critical analytical abilities; Analogy as bridge; Inferential abilities (observation, deduction, and induction); Critical analyses |
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Generativity processes: the time for insight and novel thought"Towards a neural signature of insight"; Generativity; Notes; 6: A Second Revolution in the Brain; Habits of the young and old; The changing nature of attention and its effects; Distraction and its sources; How we attend affects how we read: the "new norms" in reading; The relationship between how we attend and what we read; Information: how much is too much? Knowledge: how much is too little?; Deep reading and what comes next; A first algorithm for what comes next; Notes; 7: A Tale of Hope for Non-Literate Children |
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History of the projectPrinciples and framework for first deployments; Tablet content principles and the app map; Immediate first goals; First assessment; Next steps; Summary and next directions; Notes; Epilogue; Notes; Acknowledgments; Selected Bibliography; Index |
| Summary |
Being Literate in the 21st Century tackles some of the most difficult questions for the next generation around literacy and thought, as we continue to move into a digital culture. It explores research from multiple disciplines on what it means to be literate, and addresses the problem of universal literacy |
| Notes |
Print version record |
| Subject |
Literacy.
|
|
Literacy
|
| Form |
Electronic book
|
| ISBN |
9780191036125 |
|
0191036129 |
|
