Titlebook: Sense-making: Problematizing Constructs of Literacy for 21st Century Education; Marilyn J. Narey,Kelli Jo Kerry-Moran Book 2021 The Author

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SpringerBriefs in Educationhttp://image.papertrans.cn/s/image/865072.jpg

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https://doi.org/10.1007/978-3-030-68117-3Transactional theory of literacy; sensory and perceptual skills; literacy is sense-making; add-on liter

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Starting with the Right Question: Not , Is Literacy, but , Is Literacy?, this canonical stance is examined across the broader educational discourse. Specifically, I direct attention to what claims are made for literacy and who is making the claim? Do our espoused beliefs about literacy align with our enacted instruction and, more importantly, have our claims for literac

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Deconstructing the Literacy Dilemma: Predicating a Search for Clarity and Cohesiveness, a cohesive construct of literacy for 21st century education. In this chapter, I look at factors that fuel the teacher educator’s literacy dilemma: beliefs about teaching and literacy; influences of policies on curriculum and practice; lack of cohesiveness and clarity in the field; and insufficient

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What Does a Re-Designed Model of the Literacy Event Mean for Instruction?,tion. First, I draw attention to the role of aesthetics relative to sense-making. Then, building upon the theoretical and conceptual ideas advanced in previous chapters, I describe how an emphasis on the development of sensory perception and aesthetic knowledge within the creative process of sense-m

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Literacy as Sense-Making: Presenting an Available Design for 21st Century Teacher Education,tor’s dilemma; the novel perspectives sketched out in the Redesigned literacy event; and the teasing out of a focus for instruction coalesce as we make our summary argument for promoting a construct of literacy as sense-making. Applying the theoretical and conceptual ideas advanced in previous chapt