AT LAST: Recent Applications of New Literacy Studies in Educational Contexts
AT LAST: Recent Applications of New Literacy Studies in Educational Contexts
复制标题
最后：新读写能力研究在教育背景下的最新应用
DOI：
10.58680/rte20054482
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发表时间：
2005
影响因子：
2.2
通讯作者：
B. Street
中科院分区：
文献类型：
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作者：
B. Street
我想提出一些原则，在此基础上将新识字研究应用于教育（Street，1997，1999）。第一，甚么是免入息审查贷款计划？它与学校教育有甚么关系？NLS代表了对识字学习和获得的观点的转变，从强调阅读的主导认知模式转变为对社会和文化背景下的识字实践的更广泛理解（Gee，1996年; Street，1993年）。这种方法尤其受到那些提倡民族志观点的人的影响，这与阅读心理学研究的实验性和个体主义特征形成鲜明对比（巴顿8 c汉密尔顿，2000;柯林斯，1995;希思，1993）。非学习系统方法侧重于特定文化背景下识字的日常意义和用途，并与我们如何理解教育背景下的识字工作直接相关。
I would like to set out some principles on which application of the New Literacy Studies (NLS) to education could be based (Street 1997, 1999). Firstly, what is NLS, and how might it be relevant to schooling? NLS represents a shift in perspective on the study and acquisition of literacy, from the dominant cognitive model, with its emphasis on reading, to a broader understanding of literacy practices in their social and cultural contexts (Gee, 1996; Street, 1993). This approach has been particularly influenced by those who have advocated an ethnographic perspective, in contrast to the experimental and often individualistic character of psychological studies of reading (Barton 8c Hamilton, 2000; Collins, 1995; Heath, 1993). NLS approaches focus on the everyday meanings and uses of literacy in specific cultural contexts and link directly to how we understand the work of literacy in educational contexts.