J. Larson & J. Marsh (2005). Making Literacy Real: Theories and Practices for Learning and Teaching.

J. Larson & J. Marsh (2005). Making Literacy Real: Theories and Practices for Learning and Teaching. J. Larson & J. Marsh (2005). Making Literacy Real: Theories andPractices for Learning and Teaching. London: Sage. As the authors of this book point out, undergraduate education undergraduate educationMedtalk In the US, a 4+ yr college or university education leading to a baccalaureate degree, the minimum education level required for medical school admission; undergraduate medical education refers to the 4 yrs of medical school. Cf CME. students often struggle to see the relevance of theory and itsconnection to classroom pedagogy. To address this problem, Larson andMarsh effectively link current literacy theories with explicit examplesof teaching and learning in contemporary classrooms to clearlydemonstrate the notion that 'theory is practice and practice istheorised as practice is transformed over time' (p. 2). This book is divided into seven chapters. In Chapter 1,'Orienting Perspectives', Larson and Marsh begin by providingan overview of traditional reductionist re��duc��tion��ism?n.An attempt or tendency to explain a complex set of facts, entities, phenomena, or structures by another, simpler set: "For the last 400 years science has advanced by reductionism ... approaches to literacyeducation. Here the authors note the shortcomings of such models, whichhave been based on cognitive psychology cognitive psychology,school of psychology that examines internal mental processes such as problem solving, memory, and language. It had its foundations in the Gestalt psychology of Max Wertheimer, Wolfgang Köhler, and Kurt Koffka, and in the work of Jean research. They argue that thetraditional 'transmission of knowledge' approach, whichfocuses on developing individual students' discrete literacy skillsthrough isolated and repetitive practice, ignores current understandingsof the social nature of learning and literacy practice. As a result ofthis instructional approach, many learners, particularly those non-whitemiddle class students who don't demonstrate normalised developmentof these skills, are labelled 'at risk' and suffering fromsome kind of learning deficit (p. 5). In contrast, the authorsforeground four current theoretical frameworks: New Literacy Studies(literacy as social practice), Critical Literacy Critical literacy is an instructional approach that advocates the adoption of critical perspectives toward text. Critical literacy encourages readers to actively analyze texts and it offers strategies for uncovering underlying messages. (literacy as politicalpractice), New Technologies and Literacy (literacy astechnology-mediated practice) and Sociocultural-Historical theory(literacy as changing cultural/historical participation), that underpinthe subsequent chapters of this book. In the next four chapters, Larson and Marsh examine each of thesefour frameworks in detail. They begin by discussing the historicalbackground of each model and the key research studies that have informedeach model's development. They then outline the core principles ofeach framework, highlight their implications for literacy pedagogy, andsuggest possible ways of connecting each model to classroom teachingpractices. Rather than leaving the examination of each model at that: atheoretical discussion, the authors go further by providing case studiesof actual classroom contexts where teaching practices are informed bythe different models. It is these sections in particular that neophyte ne��o��phyte?n.1. A recent convert to a belief; a proselyte.2. A beginner or novice: a neophyte at politics.3. a. Roman Catholic Church A newly ordained priest. and experienced teachers should find enlightening in terms of providingconcrete links between theory and practice. Each of these four chaptersconcludes with an interview with a leading scholar whose work hasinformed the particular theories. These interviews are used to critiquethe 'theory in practice' evident in each case study andprovide a useful summary of each theoretical model. At this point many primary education students/teachers wishing todevelop their own, contemporary literacy teaching practices might feelthat they need to choose from one of these four theoretical models.However, the authors point out in Chapter 6 that because of the overlapand similarities between the models, they can be combined to form a'multidisciplinary theoretical framework' (p. 128). Teachers(and researchers) can simultaneously draw on the affordances of any orall of the models to ground their teaching practice with the overarchingaim of achieving sound, informed educational goals. In light of the current theoretical models discussed throughoutthis book, the final chapter highlights some of the implications forteacher education and directions for future research. The authorsdiscuss the fact that 'teachers offer very real and legitimatereasons' (p. 142), such as teaching to standards and accountabilityconcerns, for not wanting to readily adopt new theoretical principles inconstructing curricula and pedagogy. To allay these fears, Larson andMarsh use an example (New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of State Language Arts language artspl.n.The subjects, including reading, spelling, and composition, aimed at developing reading and writing skills, usually taught in elementary and secondary school. Standards) to showhow aspects of teaching practice demonstrated in the case studiesdiscussed in previous chapters are commensurate with government-mandatedpolicies. The authors also show how the popular culture experiences ofchildren and young people can be incorporated into literacy curricula.Larson and Marsh conclude their text with an examination of implicationsfor literacy research, noting that future studies need to explore linksbetween current theoretical models and teaching practice across a rangeof spaces. To summarise this text, the authors offer four guidingprinciples to help educators avoid relying on traditional, reductionistliteracy pedagogy. While the back cover blurb blurb?n.A brief publicity notice, as on a book jacket.[Coined by Gelett Burgess (1866-1951), American humorist.]blurb v. states that this book is an essentialreference text for undergraduate and postgraduate primary educationstudents, it would also be a very useful resource for experiencedteachers. Given the vast changes that have occurred in educationalcontexts, particularly the impact of Information CommunicationTechnologies on pedagogy, understanding new theoretical definitions of'literacies' and how these relate to classroom practice shouldunderpin professional development of all practising literacy teachers.This is an excellent book that achieves the authors' purpose of'making literacy real'. Andrew Simpson CENTRE FOR RESEARCH IN ENGLISH AND MULTILITERACIES EDUCATION(CREME), UNIVERSITY OF NEW ENGLAND The University of New England can refer to: University of New England, Maine, in Biddeford, Maine University of New England, Australia, in New South Wales