Books on the topic 'Literacy teaching processes'

This book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. As understanding different religions, beliefs and influences becomes increasingly important, the book fills a gap for a resource in bringing together the debates around religious literacy, from theoretical approaches to teaching and policy. The book begins with an overview of religion and belief literacy. Religion and belief literacy is both socialised and learnt. While treated in schools as a discrete and marginalised subject for children, it overlaps with citizenship and sex education. Thus, it will be experienced primarily in those ways rather than engaged with more openly as lived experiences around the world. The book shows that learning about religion and belief is a lifelong process. Crucially, learning happens in different combinations, in different orders, with different modes, for different purposes, and at different paces for each individual. This reflects the importance of connecting the chain of learning across all the spaces through which people pass in everyday life so that the fullest range of thinking and contestations about religion and belief landscapes are more or less consistently revealed in their complexity and by recognising the boundaries and competitions between ideas. The book provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.

This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.

This article focuses on the dynamics of interpreting oral history through digital technologies. From today's vantage point, my “high-tech” strategies are quaint and rather obsolete. Faculty have more sophisticated electronic tools at our disposal for oral history instruction, including digital transcription programs, multimedia programs that integrate voice, image, and word, and learning management systems where we can post course materials, communicate with students, organize group communication and so on. In addition to advances in teaching technologies, today's students come with higher degrees of technological literacy than a decade ago. They are equipped with computers, iPods, and cell phones, and many know how to use digital audio and video recorders. Where once we had to teach how to use specialized software programs, faculty now take for granted that students know how to make slide presentations. Some are already familiar with sound or video editing processes, and a few may even have multimedia production experience.

Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up

Teaching healthcare professionals how to be close readers assures that they can listen with attention and empathy to what their patients tell them. The close reader pays attention to such narrative features as temporality, narrative situation, voice, metaphor, and mood. This chapter describes the origins of close reading in the 1920s and its subsequent contentious development within literary studies. It describes the salience of the skills learned from close reading for the practice of narrative medicine. The chapter examines such consequences of close reading as relationship-building among learners and individual awareness of the interior processes of the reader. Close reading helps narrative medicine to achieve its goals of justice in healthcare, participatory practice, egalitarian learning, and deep relationships in practice. With the benefit of the capacities learned in close reading, clinicians and their patients can face the unknown, tolerating the ambiguity that always surrounds illness.

This Handbook triangulates the disciplines of history, legal history, and literature to produce a new, interdisciplinary framework for the study of early modern England. For historians of early modern England, turning to legal archives and learning more about legal procedure has seemed increasingly relevant to the project of understanding familial and social relations as well as political institutions, state formation, and economic change. Literary scholars and intellectual historians have also shown how classical forensic rhetoric formed the basis both of the humanist teaching of literary composition (poetry and drama) and of new legal epistemologies of fact-finding and evidence evaluation. In addition, the post-Reformation jurisdictional dominance of the common law produced new ways of drawing the boundaries between private conscience and public accountability. This Handbook brings historians, literary scholars, and legal historians together to build on and challenge these and similar lines of inquiry. Chapters in the Handbook consider the following topics in a variety of combinations: forensic rhetoric, poetics, and evidence; humanist and legal learning; political and professional identities at the Inns of Court; poetry, drama, and visual culture; local governance and legal reform; equity, conscience, and religious law; legal transformations of social and affective relations (property, marriage, witchcraft, contract, corporate personhood); authorial liability (libel, censorship, press regulation); rhetorics of liberty, slavery, torture, and due process; nation, sovereignty, and international law (the British archipelago, colonialism, empire).

In challenging the Aaronide use of text for ritual authority in the first part of the Persian period, the Levites factored text into a wisdom curriculum that moved beyond Aaronide-ritual contexts. Nehemiah 8 provides a sort of model for this process, subjecting the Pentateuch to new terms of revelation through sapiential exegesis. But the creation of the Book of the Twelve served as the ultimate masterstroke, yielding a new model for how Levite sages actualized and facilitated revelation through their literary activity and study of textual sources. The Chronicler’s depiction of the Levites as prophets by virtue of their chanting and teaching of prophetic texts finds its roots in the ideology embedded in and expressed by the Book of the Twelve: YHWH’s presence was affirmed and indeed invoked through the sapiential engagement of prophetic texts.

The Jeremiah tradition extends the Deuteronomistic project, presenting scribes as the levitical bearers of Jeremiah’s prophetic teachings. This is rooted in Jeremiah’s own Levite heritage, alongside strong indications that he was enculturated in Deuteronomistic scribalism. What is implicit in Deuteronomy is made explicit in Jeremiah vis-à-vis the scribal transmission process and the relationship between Levite scribes and revelation: Jeremiah 36 and 51:59–64a are especially significant in fleshing out the intimate and even genetic relationship between the potency of YHWH’s divine word and the pen of (Levite) scribes. The texts they created—especially the precursor to the MT Jeremiah tradition—emerge as surrogate sanctuaries wherein identity is anchored in literary form. To transmit and teach these texts was to maintain and redefine who was, or who could be, part of Israel in exile.

This book is a comprehensive survey of the historical, literary, epigraphic, and archaeological sources of the first stage of the Christian mission to China. It explores the complex and multifaceted process of the interaction with the different cultural and religious milieux that the Church of the East underwent in its diffusion throughout Central Asia and into China during the first millennium. It offers an overview of the Christian presence in China during the Tang dynasty (618–907) by reconstructing the composition and organization of Christian communities, the geographical location of Christian monasteries, and the related historical events attested by the sources. Through a new and richly annotated English translation of the Chinese Christian texts produced in Tang China, the volume provides a documented look at what was the earliest, and probably the most extraordinary, encounter of Christianity with Chinese culture and religions (Confucianism, Daoism, and Buddhism). It shows how East Syriac Christianity in its eastward expansion along the Silk Road from Persia to China was open to the adoption of other languages and imagery, and was able to inculturate the Christian teaching into new cultural and religious forms without losing its identity. This study offers source materials with introductory hermeneutical keys for further in-depth theological, missiological, and intercultural investigations in the field of Christianity in China.

Modern scholarly accounts of Greek philosophical history usually exclude women. And yet, from Dixaearchus of Messana to Diogenes Laertius, classical writers record the names of women philosophers from various schools. What is more, pseudonymous treatises and letters (likely dating after the first century CE) articulate the teachings of Pythagorean women. How can this literature inform our understanding of Greek intellectual history? To take these texts at face value would be naïve; to reject them, narrow-minded. This book is a deep examination of the literary tradition surrounding female Pythagoreans; it envisions the tradition as a network of texts that does not represent female philosophers but enacts their role in Greek culture. Part I, “Portraits,” assembles and contextualizes excerpts from historical accounts and wisdom literature. Part II, “Impersonations,” analyzes pseudonymous treatises and letters. Texts are approached with a mixture of suspicion and belief, inspired by Paul Ricoeur’s hermeneutics. Suspicion serves to disclose the misogyny of the epistemic regimes that produced the texts about and by women philosophers. Belief takes us beyond the circumstances of the texts’ production to possible worlds of diverse readers, institutions, and practices that grant agency to the female knower. In the process, the book uncovers traces of a fascinating dialogue about the gender of philosophical knowledge, which includes female voices.

Inspiration and Authority rethinks the role of prophecy in the Middle Ages by examining how professional theologians responded to new assertions of divine inspiration. The book argues that the task of defining prophetic authority became a crucial intellectual and cultural enterprise as university-trained theologians confronted prophetic claims from lay mystics, radical Franciscans, and other unprecedented visionaries. In the process, these theologians redescribed their own activities as prophetic by locating inspiration not in special predictions or ecstatic visions but in natural forms of understanding and in the daily work of ecclesiastical teaching and ministry. Instead of containing the spread of prophetic privilege, however, scholastic assessments of prophecy from Peter Lombard and Thomas Aquinas to Peter John Olivi and Nicholas Trevet opened space for claims of divine insight to proliferate beyond the control of theologians. The book ends with the examination of an early fourteenth-century debate in Padua between a Dominican theologian and the lay Italian humanist Albertino Mussato regarding the nature of poetry, prophecy, and sacred authority. This debate, the first of many similar ones over the course of that century, shows how the promotion of a more natural form of prophecy helped lay humanists on the cusp of the Renaissance stake their claims to prophetic inspiration on their intellectual powers and literary practices. These conflicts reveal medieval clerics, scholars, and reformers reshaping the contours of religious authority, the boundaries of sanctity and sacred texts, and the relationship of tradition to the new voices of the Late Middle Ages.

Approaches towards the formal learning of piano playing with respect to musicianship is one that demands the understanding of musical concepts and their applications. Consequently, it requires the boldness to immerse oneself in performance situations while trusting one’s instincts. One needs only to cultivate an amazing ear and a good understanding of music theory to break down progressions “quickly”. Like an alchemist, one would have to pick their creative impulses from their musical toolbox, simultaneously compelling their fingers to coordinate with the brain and the music present to generate “pleasant sounds”. My exploration leading to what will be considered Keyboard Musicianship did not begin in a formal setting. Rather it was the consolidation of my involvement in playing the organ at home, Sunday school, boarding school at Presec-Legon, and playing at weekly gospel band performances off-campus and other social settings that crystalized approaches that can be formally structured. In fact, I did not then consider this lifestyle of musical interpretation worthy of academic inclusivity until I graduated from the national academy of music and was taken on the staff as an instructor in September, 1986. Apparently, what I did that seemed effortless was a special area that was integral to holistic music development. The late Dr. Robert Manford, the then director of the Academy, assigned me to teach Rudiments and Theory of Music to first year students, Keyboard Musicianship to final year students, and to continue giving Piano Accompaniment to students – just as I have been voluntarily doing to help students. The challenge was simply this; there was no official textbook or guide to use in teaching keyboard musicianship then and I was to help guide especially non-piano majors for practical exams in musicianship. What an enterprise! The good news though was that exemplifying functionalism in keyboard, organ, piano, etc. has been my survival activity off campus particularly in church and social settings.Having reflected thoroughly and prayerfully, it dawned on me that piano literacy repertoires were crafted differently than my assignments in Musicianship. Piano literacy repertoires of western music were abundant on campus but applied musicianship demanded a different approach. Playing a sonata, sonatina, mazurka, and waltzes at different proficiency levels was different from punching chords in R&B, Ballard style, Reggae, Highlife or even Hymn playing. However, there are approaches that can link them and also interpretations that can categorize them in other applicable dimensions. A “Retrospective Introspection” demanded that I confront myself constructively with two questions: 1. WHAT MUSICAL ACTIVITIES have I already enjoyed myself in that WARRANT or deserve this challenging assignment? 2. WHAT MUSICAL NOURISHMENT do l believe enriched my artistry that was so observable and Measurable? The answers were shocking! They were: 1. My weekend sojourn from Winneba to Accra to play for churches, brass bands, gospel bands and teaching of Choirs – which often left me penniless. 2. Volunteering to render piano accompaniment to any Voice Major student on campus since my very first year. 3. Applying a principle, I learnt from my father – TRANSFER OF LEARNING – I exported the functionalism of my off-campus musical activities to compliment my formal/academic work. 4. The improvisational influences of Rev. Stevenson Alfred Williams (gospel jazz pianist), Bessa Simmons (band director & keyboardist) and at Ghana Broadcasting Corporation, Mr. Ray Ellis “Afro Piano Jazz Fusion Highlife” The trust and support from lecturers and students in the academy injected an overwhelming and high sense of responsibility in me which nevertheless, guided me to observe structures of other established course outlines and apply myself with respect to approaches that were deemed relevant. Thus, it is in this light that I selected specific concepts worth exploring to validate the functionalism of what my assignment required. Initially, hymn structures, chords I, IV, V and short highlife chordal progressions inverted here and there were considered. Basic reading of notes and intense audiation were injected even as I developed technical exercises to help with the dexterity of stiff fingers. I conclude this preface by stating that, this “Instructional guide/manual” is actually a developmental workbook. I have deliberately juxtaposed simple original piano pieces with musicianship approaches. The blend is to equip learners to develop music literacy and performance proficiencies. The process is expected to compel the learner to immerse/initiate themselves into basic keyboard musicianship. While it is a basic book, I expect it to be a solid foundation for those who commit to it. Many of my former and present students have been requesting for a sort of guide to aid their teaching or refresh their memories. Though not exhaustive, the selections presented here are a response to a long-awaited workbook. I have used most of them not only in Winneba, but also at the Callanwolde Fine Arts Center (Atlanta) and the Piano Lab (Accra). I found myself teaching the same course in the 2009 – 2013 academic year in the Music Department of the University of Education, Winneba when Prof C.W.K Merekeu was Head of Department. My observation is that we still have a lot of work to do in bridging academia and industry. This implies that musicianship must be considered as the bloodline of musicality not only in theory but in practice. I have added simplified versions of my old course outlines as a guide for anyone interested in learning. Finally, I contend that Keyboard Musicianship is a craft and will require of the learner a consistent discipline and respect for: 1. The art of listening 2. Skill acquisition/proficient dexterity 3. Ability to interpret via extemporization and delivery/showmanship. For learners who desire to challenge themselves in intermediate and advanced piano, I recommend my book, “African Pianism. (A contribution to Africology)”