As attention to health literacy grows as an area for policy intervention,policy discourse continues to draw on skills deficit and patient compliance, buttressed by the dominant political discourse of individual responsibility. But for patients, the health domain is interwoven with linguistic challenges, significant affective issues, underlying cultural dimensions, political and economic exigencies, variable access to resources, and cognitive and situated complexity. From these perspectives, this article reports on findings of an ongoing study of health literacy demands in the Midlands region of the North Island of New Zealand, an area of high ethnic and socio-economic diversity.The study focuses on patients with diabetes and cardiovascular disease - two chronic areas strongly associated with ‘failure to care’ and identifed as having reached epidemic proportions. It analyses work to date:health professionals’ conceptions of and responses to perceived patients’ health literacy needs, and health information documents for patients. Implications of the study support the need for improvement in language and literacy skills among patients, but also the recognition of complexity and a collective responsibility for effective health communication.
{"title":"Health literacy as a complex practice","authors":"J. Hunter, M. Franken","doi":"10.5130/LNS.V20I1.2618","DOIUrl":"https://doi.org/10.5130/LNS.V20I1.2618","url":null,"abstract":"As attention to health literacy grows as an area for policy intervention,policy discourse continues to draw on skills deficit and patient compliance, buttressed by the dominant political discourse of individual responsibility. But for patients, the health domain is interwoven with linguistic challenges, significant affective issues, underlying cultural dimensions, political and economic exigencies, variable access to resources, and cognitive and situated complexity. From these perspectives, this article reports on findings of an ongoing study of health literacy demands in the Midlands region of the North Island of New Zealand, an area of high ethnic and socio-economic diversity.The study focuses on patients with diabetes and cardiovascular disease - two chronic areas strongly associated with ‘failure to care’ and identifed as having reached epidemic proportions. It analyses work to date:health professionals’ conceptions of and responses to perceived patients’ health literacy needs, and health information documents for patients. Implications of the study support the need for improvement in language and literacy skills among patients, but also the recognition of complexity and a collective responsibility for effective health communication.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"68 1","pages":"25-44"},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82033954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 2011 Australian federal budget confirmed generous funding for language, literacy and numeracy programs as well as skills recognition and training for older workers as part of a strategy to upgrade workforce skills. In considering possible responses to the announcement, many Australian adult education theorists and practitioners weighed up the contexts in which such programs could build the resources and increase the options of vulnerable workers. One such group of workers, retrenched factory workers, have benefitted from participation in union-run, integrated post-retrenchment programs, which have incorporated access to language, literacy and numeracy as well as vocational education and training programs. Such programs can build on the existing social capital amongst close-knit groups of workers as they develop the confidence to transform their work identities. This article draws on results from a study with a group of retrenched textile workers who accessed broad-based post-retrenchment support and subsequently participated in a high number of vocational education and training (VET) courses before finding ongoing employment. The study suggests that VET participation plays a limited role in broadening the employment opportunities for retrenched factory workers who move into low-paid occupations. Whilst VET participation alongside other factors supported entry into some occupations, it played no role in supporting most workers in their transitions into non-manufacturing jobs.
{"title":"Developing social capital in 'learning borderlands' : Has the federal government's budget delivered for low-paid Australian workers?","authors":"M. Keating","doi":"10.5130/LNS.V20I1.2617","DOIUrl":"https://doi.org/10.5130/LNS.V20I1.2617","url":null,"abstract":"The 2011 Australian federal budget confirmed generous funding for language, literacy and numeracy programs as well as skills recognition and training for older workers as part of a strategy to upgrade workforce skills. In considering possible responses to the announcement, many Australian adult education theorists and practitioners weighed up the contexts in which such programs could build the resources and increase the options of vulnerable workers. One such group of workers, retrenched factory workers, have benefitted from participation in union-run, integrated post-retrenchment programs, which have incorporated access to language, literacy and numeracy as well as vocational education and training programs. Such programs can build on the existing social capital amongst close-knit groups of workers as they develop the confidence to transform their work identities. This article draws on results from a study with a group of retrenched textile workers who accessed broad-based post-retrenchment support and subsequently participated in a high number of vocational education and training (VET) courses before finding ongoing employment. The study suggests that VET participation plays a limited role in broadening the employment opportunities for retrenched factory workers who move into low-paid occupations. Whilst VET participation alongside other factors supported entry into some occupations, it played no role in supporting most workers in their transitions into non-manufacturing jobs.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"5 1","pages":"5-24"},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83262682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: PHONETICS FOR PHONICS: UNDERPINNING KNOWLEDGE FOR ADULT LITERACY PRACTITIONERS by MAXINE BURTON
书评:《语音的语音:成人识字工作者的基础知识》，作者:玛克辛·伯顿
{"title":"Phonetics for Phonics","authors":"R. Forman","doi":"10.5130/LNS.V20I1.2621","DOIUrl":"https://doi.org/10.5130/LNS.V20I1.2621","url":null,"abstract":"Review of: PHONETICS FOR PHONICS: UNDERPINNING KNOWLEDGE FOR ADULT LITERACY PRACTITIONERS by MAXINE BURTON","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"692 1","pages":"85-86"},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75251238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.
{"title":"'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom","authors":"Sue Ollerhead","doi":"10.5130/LNS.V20I1.2620","DOIUrl":"https://doi.org/10.5130/LNS.V20I1.2620","url":null,"abstract":"This paper explores some initial findings from a multi-site, classroom-based case study research project into English as a Second Language (ESL) literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy Program (LLNP). The aim of the research is to report on the researcher’s observations of teachers’ pedagogical practices and to investigate the extent to which they are responsive to learners’ developing and multiple identities.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"5 1","pages":"63-84"},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82125292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.
{"title":"Someone Like Us: Trades identities and support for work/learning","authors":"C. Holland","doi":"10.5130/LNS.V19I1.2416","DOIUrl":"https://doi.org/10.5130/LNS.V19I1.2416","url":null,"abstract":"This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"12 1","pages":"19-34"},"PeriodicalIF":0.0,"publicationDate":"2011-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82427125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
EDITED BY ANNE BURNS AND HELEN DE SILVA JOYCE National Centre for English Language Teaching and Research, Macquarie University, Sydney NSW 2005, 77pp, ISBN 1 74138 103 7 This is the most recent book in a series that deals with teaching and learning in the classroom. The specific focus of this book is the explicit support of reading and writing in adult ESL teaching, investigated through classroom projects within the framework of an action research approach. It consists of three sections: the first outlines the theoretical ideas underpinning the book, the second deals with the nature of action research, and the third and longest section presents the participating teachers’ own accounts of their research projects. It is accompanied by a DVD containing excerpts of their classroom teaching.
{"title":"Review: TEACHERS VOICES 8: EXPLICITLY SUPPORTING READING AND WRITING IN THE CLASSROOM","authors":"Sarah Ahern","doi":"10.5130/LNS.V15I2.2210","DOIUrl":"https://doi.org/10.5130/LNS.V15I2.2210","url":null,"abstract":"EDITED BY ANNE BURNS AND HELEN DE SILVA JOYCE National Centre for English Language Teaching and Research, Macquarie University, Sydney NSW 2005, 77pp, ISBN 1 74138 103 7 This is the most recent book in a series that deals with teaching and learning in the classroom. The specific focus of this book is the explicit support of reading and writing in adult ESL teaching, investigated through classroom projects within the framework of an action research approach. It consists of three sections: the first outlines the theoretical ideas underpinning the book, the second deals with the nature of action research, and the third and longest section presents the participating teachers’ own accounts of their research projects. It is accompanied by a DVD containing excerpts of their classroom teaching.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"10 1","pages":"75-76"},"PeriodicalIF":0.0,"publicationDate":"2011-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84127023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper I discuss changing work practices in post-bureaucratic organisations (Heckscher and Donellon 1994, Iedema 2003) as a move from a focus on how those in control formulate what is to happen at the level of work, towards requiring workers to verbalise how they see themselves as being able to contribute to the organisation. Workers are increasingly asked to talk about their work, and to negotiate their understandings of their work with others in the workplace – they are becoming discourse workers. This discourse work is integral to the increasing textualisation of work. These work practices are imbued with tensions as workers try to make sense of, and learn, new ways of ‘being’ a worker, and an important site of this struggle and learning is working in teams.
在本文中，我讨论了后官僚主义组织中工作实践的变化(Heckscher and Donellon 1994, Iedema 2003)，从关注那些控制者如何在工作层面制定将要发生的事情，转向要求员工用语言表达他们如何看待自己能够为组织做出贡献。越来越多的员工被要求谈论他们的工作，并在工作场所与他人协商他们对工作的理解——他们正在成为话语工作者。这种话语工作是日益增加的工作文本化不可或缺的一部分。这些工作实践充满了紧张，因为工人们试图理解和学习“成为”一名工人的新方式，而这种斗争和学习的一个重要场所就是团队合作。
{"title":"Talk and Texts at Work: Beyond language and literacy skills","authors":"H. Scheeres","doi":"10.5130/LNS.V15I2.2202","DOIUrl":"https://doi.org/10.5130/LNS.V15I2.2202","url":null,"abstract":"In this paper I discuss changing work practices in post-bureaucratic organisations (Heckscher and Donellon 1994, Iedema 2003) as a move from a focus on how those in control formulate what is to happen at the level of work, towards requiring workers to verbalise how they see themselves as being able to contribute to the organisation. Workers are increasingly asked to talk about their work, and to negotiate their understandings of their work with others in the workplace – they are becoming discourse workers. This discourse work is integral to the increasing textualisation of work. These work practices are imbued with tensions as workers try to make sense of, and learn, new ways of ‘being’ a worker, and an important site of this struggle and learning is working in teams.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"15 1","pages":"5-18"},"PeriodicalIF":0.0,"publicationDate":"2011-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76698356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, commencing university students come from a diversity of backgrounds and have a broad range of abilities and attitudes. It is well known that attitudes towards mathematics, especially mathematics anxiety, can affect students’ performance to the extent that mathematics is often seen as a barrier to success by many. This paper reports on the design, development and evaluation of an interactive multimedia resource designed to explicitly address students’ beliefs and attitudes towards mathematics by following five characters as they progress through the highs and low of studying a preparatory mathematics course. The resource was built within two theoretical frameworks, one related to effective numeracy teaching (Marr and Helme 1991) and the other related to effective educational technology development (Laurillard 2002). Further, it uses a number of multimedia alternatives (video, audio, animations, diarying, interactive examples and self assessment) to encourage students to feel part of a group, to reflect on their feelings and beliefs about mathematics, to expose students to authentic problem solving and generally build confidence through practice and self-assessment. Evaluation of the resource indicated that it encouraged students to value their own mathematical ability and helped to build confidence, while developing mathematical problem solving skills. The evaluation clearly demonstrated that it is possible to address the affective domain through multimedia initiatives and that this can complement the current focus on computer mediated communication as the primary method of addressing affective goals within the online environment.
今天，即将进入大学的学生来自不同的背景，他们的能力和态度也各不相同。众所周知，对数学的态度，尤其是对数学的焦虑，会影响学生的表现，以至于数学常常被许多人视为成功的障碍。本文报告了一个交互式多媒体资源的设计、开发和评估，该资源旨在通过跟踪学生在学习预备数学课程的高潮和低谷中取得进展的五个特征，明确地解决学生对数学的信念和态度。该资源建立在两个理论框架内，一个与有效的计算教学有关(Marr and Helme 1991)，另一个与有效的教育技术发展有关(Laurillard 2002)。此外，它还使用了许多多媒体替代方案(视频、音频、动画、日记、互动例子和自我评估)来鼓励学生感受到群体的一部分，反思他们对数学的感受和信念，让学生接触真正的问题解决，并通过实践和自我评估建立信心。对该资源的评估表明，它鼓励学生重视自己的数学能力，帮助建立信心，同时发展数学解决问题的能力。评估清楚地表明，通过多媒体举措解决情感领域是可能的，这可以补充当前对计算机媒介通信的关注，作为解决在线环境中情感目标的主要方法。
{"title":"Mathematics for Maths Anxious Tertiary Students: Integrating the cognitive and affective domains using interactive multimedia","authors":"J. Taylor, Linda Galligan","doi":"10.5130/LNS.V15I1.2025","DOIUrl":"https://doi.org/10.5130/LNS.V15I1.2025","url":null,"abstract":"Today, commencing university students come from a diversity of backgrounds and have a broad range of abilities and attitudes. It is well known that attitudes towards mathematics, especially mathematics anxiety, can affect students’ performance to the extent that mathematics is often seen as a barrier to success by many. This paper reports on the design, development and evaluation of an interactive multimedia resource designed to explicitly address students’ beliefs and attitudes towards mathematics by following five characters as they progress through the highs and low of studying a preparatory mathematics course. The resource was built within two theoretical frameworks, one related to effective numeracy teaching (Marr and Helme 1991) and the other related to effective educational technology development (Laurillard 2002). Further, it uses a number of multimedia alternatives (video, audio, animations, diarying, interactive examples and self assessment) to encourage students to feel part of a group, to reflect on their feelings and beliefs about mathematics, to expose students to authentic problem solving and generally build confidence through practice and self-assessment. Evaluation of the resource indicated that it encouraged students to value their own mathematical ability and helped to build confidence, while developing mathematical problem solving skills. The evaluation clearly demonstrated that it is possible to address the affective domain through multimedia initiatives and that this can complement the current focus on computer mediated communication as the primary method of addressing affective goals within the online environment.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"106 1","pages":"23-44"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78663800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessing the social and economic benefits of investing in adult literacy and numeracy and the costs of poor adult literacy and numeracy, is largely uncharted territory in Australia. Some interest was evident in the late 1980s leading up to International Literacy Year, 1990 (for example, Miltenyi 1989, Singh 1989, Hartley 1989); however, there has been little work done in the area since then, with the exception of recent studies concerned with financial literacy costs and benefits (Commonwealth Bank Foundation 2005). Assessing the benefits (returns) of workplace training in general has received some attention (for example Moy and McDonald 2000), although the role of literacy and numeracy is often implied rather than explored in any detail. In contrast, there is a considerable body of relevant research emanating from the United States, Canada, the United Kingdom and some European countries. The release of data from the International Adult Literacy Survey (IALS) in the 1990s contributed to some of this research, as did policy developments for example, in the United Kingdom. The much greater use of IALS data in some other countries compared with Australia, seems to be related to a combination of factors in the overall policy and research environment for adult literacy and numeracy in each country.
{"title":"Researching Literacy and Numeracy Costs and Benefits: What is possible","authors":"R. Hartley, Jackie C. Horne","doi":"10.5130/LNS.V15I1.2024","DOIUrl":"https://doi.org/10.5130/LNS.V15I1.2024","url":null,"abstract":"Assessing the social and economic benefits of investing in adult literacy and numeracy and the costs of poor adult literacy and numeracy, is largely uncharted territory in Australia. Some interest was evident in the late 1980s leading up to International Literacy Year, 1990 (for example, Miltenyi 1989, Singh 1989, Hartley 1989); however, there has been little work done in the area since then, with the exception of recent studies concerned with financial literacy costs and benefits (Commonwealth Bank Foundation 2005). Assessing the benefits (returns) of workplace training in general has received some attention (for example Moy and McDonald 2000), although the role of literacy and numeracy is often implied rather than explored in any detail. In contrast, there is a considerable body of relevant research emanating from the United States, Canada, the United Kingdom and some European countries. The release of data from the International Adult Literacy Survey (IALS) in the 1990s contributed to some of this research, as did policy developments for example, in the United Kingdom. The much greater use of IALS data in some other countries compared with Australia, seems to be related to a combination of factors in the overall policy and research environment for adult literacy and numeracy in each country.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"134 1","pages":"5-22"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86006756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores some propositions about how students’ everyday lives may interact with their success at learning in a large Further Education College in England. Some students, on paper, have all the appropriate entry qualifications, but still struggle to complete their courses. Indeed, some do not complete at all. So, what could be done to help these students achieve success? As a member of a large-scale research project team, I have been investigating the home literacies of further education students. Papen (2005a:14) points out that ‘it is useful and necessary before any intervention can be planned, to carry out research which identifies learners’ everyday literacy practices’. Of course, there are many other aspects of people’s everyday lives that will influence their learning success. However, in this article I want to focus on the possibility of the influence of home literacy practices, by exploring how the reading and writing in the everyday lives of students could be drawn upon and utilized in order to help these students to succeed on their chosen college courses.
{"title":"Portfolio Building: The relationship with literacies in students’ everyday lives","authors":"A. Brzeski","doi":"10.5130/LNS.V16I1.1946","DOIUrl":"https://doi.org/10.5130/LNS.V16I1.1946","url":null,"abstract":"This article explores some propositions about how students’ everyday lives may interact with their success at learning in a large Further Education College in England. Some students, on paper, have all the appropriate entry qualifications, but still struggle to complete their courses. Indeed, some do not complete at all. So, what could be done to help these students achieve success? As a member of a large-scale research project team, I have been investigating the home literacies of further education students. Papen (2005a:14) points out that ‘it is useful and necessary before any intervention can be planned, to carry out research which identifies learners’ everyday literacy practices’. Of course, there are many other aspects of people’s everyday lives that will influence their learning success. However, in this article I want to focus on the possibility of the influence of home literacy practices, by exploring how the reading and writing in the everyday lives of students could be drawn upon and utilized in order to help these students to succeed on their chosen college courses.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"16 1","pages":"25-38"},"PeriodicalIF":0.0,"publicationDate":"2011-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87665155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：