The Nature of Literacy: An Historical Exploration

Resnick, Daniel P.; Resnick, Lauren B.

doi:10.17763/haer.47.3.27263381g038222w

Cited by 175 publications

(75 citation statements)

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“…Guthrie and Kirsch (1984) state, "The environment, the social expectations, and the reading activities that others may expect are crucial in determining whether a person is literate" (p. 353). Differing social expectations, for example, have kept the definition of literacy in flux (Clifford, 1984;Resnick & Resnick, 1977;Scribner, 1984). In 1951, the UNESCO definition of literacy was the reading and writing of a short personal statement.…”

Section: The Social Context For Literacymentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

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Section: The Social Context For Literacymentioning

confidence: 99%

A Review of Emergent Literacy with Implications for Research and Practice in Reading

Mason¹,

Allen²

1986

Review of Research in Education

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“…In addition, more people are demanding that they attain these levels. In an historical survey of the nature of literacy, Resnick and Resnick (1977) …”

Section: Social and Educational Demandsmentioning

confidence: 99%

The future of testing: A research agenda for cognitive psychology and psychometrics.

Glaser¹

1981

American Psychologist

158

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“…Only 3.5% of students were expected to learn algebra before completing high school. 1 Today, all high school students are expected to be able to read and understand unfamiliar text 2 and to become competent in the processes of scientific inquiry and mathematics problem solving, including algebra. 3 This trend of rising expectations is accelerating because of the explosion of knowledge now available to the public and the growing demands of the workplace.…”

mentioning

confidence: 99%

Changing How and What Children Learn in School with Computer-Based Technologies

Roschelle¹,

Pea²,

Hoadley³

et al. 2000

The Future of Children

432

244

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Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented.This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.A teacher from the late nineteenth century entering a typical classroom today would find most things quite familiar: chalk and talk, as well as desks and texts, predominate now as they did then. Yet this nineteenth-century teacher would be shocked by the demands of today's curricula. For example, just a century ago, little more was expected of high

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The Nature of Literacy: An Historical Exploration

Cited by 175 publications

References 0 publications

A Review of Emergent Literacy with Implications for Research and Practice in Reading

A Review of Emergent Literacy with Implications for Research and Practice in Reading

The future of testing: A research agenda for cognitive psychology and psychometrics.

Changing How and What Children Learn in School with Computer-Based Technologies

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