Tales of literacy for the 21st century : the literary agenda / Maryanne Wolf with Stephanie Gottwald.

Format:

Book

Author/Creator:

Wolf, Maryanne, author.

Gottwald, Stephanie, author.

Series:

Literary agenda.

Literary Agenda

Language:

English

Subjects (All):

Literacy.

Physical Description:

1 online resource (211 p.)

Edition:

First edition.

Place of Publication:

Oxford, England : Oxford University Press, 2016.

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.

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

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

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

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

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

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

0-19-103612-9

OCLC:

960165919