Relevant bibliographies by topics / Literacy textbook

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Academic literature on the topic 'Literacy textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Literacy textbook"

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Ardianto, Didit, and Indarini Dwi Pursitasari. "Do Middle School Science Textbook Enclose an Entity of Science Literacy?" JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, no. 1 (2017): 24–27. http://dx.doi.org/10.33751/jhss.v1i1.369.

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This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.
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Chang, Heejin, and Scott Windeatt. "Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course." International Journal of Mobile and Blended Learning 13, no. 2 (2021): 73–95. http://dx.doi.org/10.4018/ijmbl.2021040105.

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This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.
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Risma, Mutia, Rahmayani Rahmayani, and Fitria Handayani. "Analisis Konten Buku Teks IPA Terpadu Kelas VIII Semester 1 Ditinjau Dari Aspek Literasi Saintifik." JURNAL EKSAKTA PENDIDIKAN (JEP) 3, no. 2 (2019): 200. http://dx.doi.org/10.24036/jep/vol3-iss2/396.

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Science learning has an important role for students to understand natural phenomena with scientific methods. Science learning is taught in an integrated manner and contains literacy in it. Skills in literacy are needed to help students understand learning resources. One type of literacy is scientific literacy. Scientific literacy is the ability to understand or get involved with science issues and ideas around the environment. Scientific literacy consists of four aspects, namely 1) the scientific context, 2) the scientific process, 3) the scientific concept and 4) the scientific attitude. This research is a descriptive research that contains a description of the object under research. The object of this research is the integrated science textbook for grade VIII in junior high school. The instrument used in the form of a questionnaire assessment of integrated science textbooks related to scientific literacy aspects. The results showed that, among the five textbooks researched, the best book reviewed in terms of the scientific context and the scientific process was book D with grades of 78.6 and 78.1, respectively. In terms of scientific concepts, the best integrated science textbooks are books A and D with a value of 82.1. Meanwhile, the integrated science textbook that is good to use is seen from the aspect of scientific attitude is book E with a value of 75. After processing the data, it is found that the best book used to improve students' scientific literacy ability is book D with a value of 77.4.
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Zhang, Xiaodong. "A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer." Journal of Language and Cultural Education 5, no. 1 (2017): 78–102. http://dx.doi.org/10.1515/jolace-2017-0005.

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Abstract This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.
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Metafisika, Kartika, and Husni Abdillah. "Metode Analisis Muatan Literasi Sains pada Buku Ajar Tematik Sekolah Dasar/Madrasah Ibtidaiyah (Studi Deskriptif Pada Buku Tematik Kelas 4 Tema 1)." JIEES : Journal of Islamic Education at Elementary School 1, no. 2 (2020): 111–19. http://dx.doi.org/10.47400/jiees.v1i2.26.

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This study aims to understand how to analyze literacy content in Natural Sciences (IPA) textbooks. The analysis was carried out on the thematic textbook of curriculum 2013 class 4th entitled “Indahnya Kebersamaan”. The research was conducted using a qualitative descriptive method by mapping Knowledge of Science (KoS), Nature of Science (NoS), Science as The Way of Thinking (WoT), and Science Technology Society (STS) as elements that need to be met in IPA textbooks based on scientific literacy criteria build by Chiapetta. Based on the results of the search, it is known that the Thematic Book for class 4 Theme 1 has generally fulfilled the elements of scientific literacy.
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Wiesner, Emilie, Aaron Weinberg, Ellie Fitts Fulmer, and John Barr. "The Roles of Textual Features, Background Knowledge, and Disciplinary Expertise in Reading a Calculus Textbook." Journal for Research in Mathematics Education 51, no. 2 (2020): 204–33. http://dx.doi.org/10.5951/jresematheduc-2020-0020.

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Textbooks are a standard component of undergraduate mathematics courses, but research shows that students often do not view textbooks as productive resources to support learning. This article seeks to understand the factors affecting how individuals engage in reading a calculus textbook excerpt and what they learn from reading. To better understand the separate roles of background knowledge and other reading practices, we compare 2 readers: a 2nd-semester calculus student and a nonmathematics STEM professor. We employ the concepts of sense making and the implied reader to analyze each reader’s experience and a disciplinary literacy perspective to explain the similarities and differences we find between the 2 readers. We propose the concept of didactical disciplinary literacy—an adaptation of disciplinary literacy applied to didactical texts—to describe the ways that the professor drew on his identity as a teacher to shape his reading practices.
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Virlya Citra Dewi, Endang Susantini, and Sri Poedjiastoeti. "The Use of Biology Textbook based on Collaborative Learning Model to Improve Scientific Literacy Skill." IJORER : International Journal of Recent Educational Research 2, no. 4 (2021): 444–54. http://dx.doi.org/10.46245/ijorer.v2i4.130.

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Scientific literacy skills are important skills taught to prepare students for the 21-st century learning era. Textbook based on collaborative learning model can be an alternative to improving students' scientific literacy skills. The purpose of the study was to describe scientific literacy skills and student responses through the use of biology textbook based on collaborative learning model. The type of research used is descriptive quantitative research with one group pretest-posttest research design. The instruments used are scientific literacy skills tests and response questionnaire sheets. The N-gain score, a paired sample t-test, and the results of the students' responses were used to analyze the data. The results showed that the value of the science literacy skills test increased with an N gain of 0.67, sig 0.05, and 95% of students responded positively. These results indicate that textbook based on collaborative learning model is effectively used to train students' scientific literacy skills and can be tested widely.
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Kummer, Daiane Aline, and Graciela Rabuske Hendges. "Mecanismos para o desenvolvimento do letramento crítico (visual) no livro didático de inglês." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (2020): 79–108. http://dx.doi.org/10.5007/2175-8026.2020v73n1p79.

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In this study we explore the concept of critical (visual) literacy through the analysis of an English as an additional language textbook approved by the Brazilian National Textbook Program (Programa Nacional do Livro Didático). Based on an analytical framework that combines systemic functional grammar (HALLIDAY, 1994; HALLIDAY; MATTHIESSEN, 2014), critical discourse analysis (FAIRCLOUGH, 1992b, 2003) and the notion of types of reasoning and of practices (ROJO, 2004; 2009; TRIVISIOL, 2017), we analyzed 132 reading and writing activities. We elaborated a continuum of types of reasoning and of practices that range from decodification to critical literacy and found that a significant amount of activities in the textbook explore critical literacy (51 – 38,6%). We evaluate this result positively, but suggest that the activities need to explore a wider range of reasonings and of practices to promote critical literacy for active citizenship.
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TANAKA, Isao. "Information literacy textbook well-thumbed by American students:." Journal of Information Processing and Management 49, no. 8 (2006): 469–71. http://dx.doi.org/10.1241/johokanri.49.469.

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Lodhi, Muhammad Arfan, Hifza Farman, Ihsan Ullah, Aiza Gul, Fareeha Tahira, and Sidra Saleem. "Evaluation of English Textbook of Intermediate Class From Students’ Perspectives." English Language Teaching 12, no. 3 (2019): 26. http://dx.doi.org/10.5539/elt.v12n3p26.

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Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in mind was an attempt to investigate the importance of English textbooks being taught at intermediate level (Grade 12) in different schools and colleges in Punjab. Prospective study occupies descriptive type of research framework. The textbook of English being taught at intermediate level is evaluated according to specified models and strategies mentioned in previous research studies based upon textbook evaluation. Sample was determined through applying cluster random sampling technique. Questionnaire was designed, validated and administered after conducting pilot phase. The findings of the study reveal that the textbook being taught at intermediate level is not be up to snuff to convene the common objectives of the target language and is irreconcilable with the requirements of promoting confidence and ornamental language skills. Moreover, it is recommended that textbooks must be revised from time to time to obtain definite language learning objectives. The book being evaluated lacks innovation, students’ interest, relevant content and appropriate skills.
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Dissertations / Theses on the topic "Literacy textbook"

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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

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Santos, Denise Machado dos. "A study of the textbook in literacy events: discourse, literacies and EFL in an educational community." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485708.

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This study examines how a particular educational community ofteachers and learners ofEnglish as a foreign language (EFL) in Brazil make sense of their textbooks in classroom interactions. It also aims to examine the extent to which ...-. particular interactional practices involving the textbook impinge upon the development ofbroader conceptualisations ofliteracy, as well as teaching and learning a foreign language. The data were collected in elementary classes involving the EFL textbook in a (' language school undergoing an innovation process. Concepts from interactional sociolinguistics and sociocultural theory orient the analysis, which focuses on four aspects ofthe discursive co-construction ofmeanings about the textbook during these literacy events: (1) teachers and students' ways ofopening and closing these events; (2) the development ofthe individuals' understanding about what goes on during these events; (3) the ways they talk about the textbook; (4) the ways they rearticulate the text in their own discourses. The analysis suggests that, during the literacy events mediated by the textbook, teachers and students co-constructed an interactional site predominantly marked by non-reflective and standardised behaviour, fragmentation and ,. individualism,.characteristics which were in striking opposition with the practices associated with the innovation programme. The findings ofthis study also challenge notions oftextual determinism in that the meanings negotiated by interactants often departed from the emphases in the text and involved literacy practices which individuals had been socialised into during previous social events. This thesis concludes with a discussion of the implications of these findings regarding pedagogy, theory, research, materials development and teacher education.
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Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2019. http://hdl.handle.net/11394/7301.

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Philosophiae Doctor - PhD
The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life.
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Frank, Mark. "An investigation into English home language teachers’ use of the English home language textbook in Grade 11." University of the Western Cape, 2020. http://hdl.handle.net/11394/7593.

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Philosophiae Doctor - PhD
The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life. The findings indicate that the textbook is still relevant and can be used in some creative ways of teaching. The study also affirms that it is possible to develop your own textbook, which can add a greater connection between the teacher and the learner.
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.

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Doctor of Education
This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
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Gann, Rosalind R., L. Kathryn Sharp, and Scott McIlquham. "Textbook Aliteracy in Teacher Education: Information Everywhere, But How Much Do They Read?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4485.

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This article explores the problem of textbook aliteracy, i.e. the failure to read assigned texts despite the ability to do so. Constructivism is its theoretical frame. Teacher education students at a medium-sized university in the Southern Appalachian Mountains were surveyed on their textbook reading practices. Ninety percent of the 116 students completing the survey reported studying instructors’ power points in preference to completing assigned readings, at least some of the time. All were readers, though a majority (68%) reported at least some difficulty reading assigned texts. Often, they appeared to be avoiding the challenges posed by demanding text. The authors undertook various strategies to compel and encourage precise reading of informational text, with mixed results.
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Ghosn, Irma K. "Teachers and students interacting around the textbook : an exploratory study of chidren developing academic second language literacy in primary school English classes in Lebanon." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30985.

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This research study was undertaken to address questions and concerns about the language teaching textbook as regards to its role in input, feedback, and production of learner output. Specifically, it investigates whether literature-based reading texts generate different interactions than traditional language teaching texts and whether the differences can be related to the development of academic L2 literacy. Six grade five classes (163 students) were selected, three that use a traditional English language teaching textbook and three that use a course intended as reading instruction textbook for native English-speaking children. A standardized non-verbal reasoning test was administered at the beginning of the study to determine similarity of intellectual ability of the groups. Two fifty-minute class periods were videotaped in each class, once during the fall term and once during the spring term, and a total of 30 minutes of each class observation were transcribed. Samples of the textbooks were selected for analysis, and all students were administered a reading comprehension test toward the end of the academic year. Data analysis comprised both quantitative and qualitative approaches. A total of 1158 teacher utterances and 544 student utterances were coded and frequency data collected. The frequency data were analyzed using Chi-square tests, and data from standardized tests were subjected to analysis of variance (ANOVA). The transcribed utterances were further analyzed using a qualitative approach in order to identify categories of interaction exchanges. Findings indicate that interactions differ in classrooms using the two types of textbooks. Significant differences were found in teacher questions, student communication, and teacher feedback. Qualitative differences in classroom discourse were identified that can be related to the textbook type. The two groups differed significantly in general and specific subject-matter reading comprehension. Based on the findings, a model showing the complexity of classroom language learning is suggested for further investigation.
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Silva, Thaise da. "Os “novos” discursos sobre alfabetização em análise : os livros de 1º ano do ensino fundamental de nove anos do Programa Nacional do Livro Didático (PNLD 2010)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61771.

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Esta pesquisa tem por objetivo analisar como os discursos na área da alfabetização são representados nos “novos” livros de alfabetização por autores didáticos e editoras, a partir dos princípios e critérios do Programa Nacional do Livro Didático (PNLD 2010) que guiaram a sua seleção. Para tanto, conto com a perspectiva teórica dos Estudos Culturais pós-estruturalistas e pós-modernos, privilegiando a análise do circuito de produção, regulação e consumo dos discursos de alfabetização em quatro exemplares dos livros didáticos destinados ao 1º ano do Ensino Fundamental de Nove Anos (EFNA), buscando examinar como eles se originaram, isto é, que condições históricas e conjunturais possibilitaram a sua formulação. As questões norteadoras desta tese são: como o PNLD, enquanto programa governamental, constitui quais discursos na área da alfabetização são válidos para a produção, regulação e consumo de livros didáticos na edição de 2010? Como são representados nos livros didáticos examinados nesta tese e destinados ao 1º ano do EFNA os discursos sobre alfabetização por seus autores e editoras? Como tais discursos de regulação e produção constituem as escolhas docentes e, por consequência, o consumo de determinados discursos na área da alfabetização? Para realizar esta investigação foram analisados os seguintes documentos: o Edital de Convocação do PNLD 2010, o Guia do Livro Didático do PNLD 2010 e quatro dos 19 livros didáticos selecionados para o “novo” 1º ano do Ensino Fundamental, por meio do PNLD 2010, pertencentes à Coleção Letramento e alfabetização linguística, incluindo o Manual do professor, sendo estes quatro os mais escolhidos pelas escolas da Rede Municipal de Ensino de Porto Alegre. Tomando como referência os artefatos acima citados e considerando-os como parte do circuito de produção, regulação e consumo dos discursos sobre alfabetização e letramento nos livros didáticos selecionados pelos PNLD 2010, esta tese constata que – ao que parece – as disputas entre métodos “tradicionais” e “inovadores” de alfabetização dão espaço para uma bricolagem deles, atualizando-os por meio do discurso sobre a consciência fonológica que, por sua vez, é associado aos da psicogênese da língua escrita e do letramento para produzir a coleção Letramento e Alfabetização Linguística do PNLD 2010.
This research aims at analyzing how the discourses in the area of literacy are represented in the “new” literacy books by authors and publishers, from principles and criteria of National Program of Textbooks (Programa Nacional do Livro Didático, PNLD 2010), which guided the selection of textbooks. To do so, I rely on the theoretical perspective of poststructuralist and postmodern cultural studies, privileging the analysis of the production, regulation and consumption of discourses related to literacy in four exemplars of textbooks for the 1st year of basic education of nine years (EFNA), seeking to examine how they were formed, that is, which historic and conjuncture conditions made their formulation possible. The guiding questions of this dissertation are: how PNLD, while governmental program, determines which discourses in literacy area are valid for production, regulation and consumption of textbooks in the 2010 edition? How are the discourses about literacy represented in the textbooks examined in this dissertation, which are destined to the 1st year of EFNA, by their authors and publishers? How do such discourses of regulation and production determine the teachers’ choices and, therefore, the consumption of certain discourses in the area of literacy? To conduct this research analyzed the following documents: the textbooks for literacy of PNLD 2010, the Guide Book Guided PNLD 2010 and four of the 19 textbooks selected for the “new” 1st year of Elementary School through PNLD 2010, which belong to the collection Letramento e Alfabetização Linguística, including the teacher’s manual, these four being the most chosen by schools of Municipal Schools of Porto Alegre. Taking as reference the artifacts mentioned above and considering them as part of the production, regulation and consumption of discourses about literacy in textbooks selected by PNLD 2010, this dissertation finds that - apparently - the disputes among “traditional” and “innovative” methods of literacy gives room for a work on them, updating the discourse on the teaching of reading methods through the discourse of phonological awareness, which is associated to the written language psychogenesis and to the literacy to produce the PNLD 2010 collection Letramento e Alfabetização Linguística.
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Edling, Agnes. "Abstraction and authority in textbooks : The textual paths towards specialized language." Doctoral thesis, Uppsala University, Department of Linguistics and Philology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6989.

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During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis.

This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, based on this classification, show that texts from different subject areas display distinct patterns of abstraction. The Swedish literary texts had the lowest degree of abstraction, the social science texts had an intermediate degree and the natural science texts were the most generalized and abstract. The results also show that the degree of abstraction in the textbook texts increases in later grade levels.

The thesis presents a new way of analyzing shifts between levels of abstraction and their functions. Interestingly, the texts with a medium degree of abstraction, the social science texts, are the ones with the greatest variety in shifts. The functions of the shifts differ with respect to cultural domains. The shifts in the Swedish literary texts in general belong to the everyday domain while the shifts in the natural science texts belong to a specialized domain. The shifts in the social science texts had features of both domains.

A secondary aim of the thesis is to develop the understanding of the relationship between author and reader in the texts. The results from my investigation of modality in the Swedish textbook texts confirm the earlier findings from English and Spanish textbooks. In comparison to other text types, textbook texts present knowledge in a more authoritative and less modalized way.

From time to time, abstraction is described as a feature that hinders students accessing texts. Some researchers even suggest a removal of features of specialized language in textbook texts, in order to increase students’ understanding. However, in a society where specialized knowledge is necessary, the access to specialized texts is important. A democratic view of education and school mandates that children and adolescents have the opportunity to encounter and learn to encounter specialized language in school. In analyzing the texts special attention is paid to the relationship between the texts, the contexts of use and the student readers.

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Alves, Danielle Fernandes. "Análise de imagens de alguns livros didáticos de italiano como língua estrangeira." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-28082012-095052/.

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A imagem é um recurso muito utilizado por professores de línguas estrangeiras. Seja uma ilustração, seja uma foto, seja um filme, estes elementos funcionam como um elo entre a língua estrangeira e o aluno, pois estabelecem uma conexão com aquilo que ele já conhece (imagens são universais) com o que desconhecem (língua estrangeira), por estarem sendo iniciados nela. Kress e Van Leeuwen, criadores da Gramática do design visual, afirmam que imagens podem disseminar discursos e posições ideológicas, e por esta razão o indivíduo deve ter um olhar crítico sobre a linguagem visual. É neste sentido que se instaura a necessidade de técnicas que auxiliem o espectador da imagem a decodificá-la. O letramento visual é uma dessas ferramentas. Assim como usamos inferências, analogias e nosso conhecimento de mundo para interpretar textos, o letramento visual é um recurso de leitura que ajuda a decifrar mensagens subjacentes às imagens, decodificando estas últimas em todos os seus aspectos (social, cultural, econômico). Diante do exposto acima, este trabalho se propõe, a partir do letramento visual, a fazer uma leitura de algumas imagens presentes em livros didáticos de língua italiana usados no Italiano no Campus, da Universidade de São Paulo, e nos cursos de línguas abertos à comunidade (CLAC), na Universidade Federal do Rio de Janeiro, a fim de verificar se essas imagens possuem mensagens ideológicas ou estereotipadas nas entrelinhas, averiguando, além disso, se foram usadas de forma coerente com a unidade didática, se estão contextualizadas com o diálogo, o texto e o ascolto.
The image is a resource frequently used by foreign language teachers. May be in an illustration, a picture or a film, these elements work like a link between the foreign language and the student, because they establish a connection with what he already knows (images are universal) and what he doesn´t know (foreign language), for he is being initialized in it. Kress and Van Leeuwen, creators of the visual design Grammar, affirm that images can disseminate speeches and ideologies, and that it´s why the individual must take a critical look at the visual language. It is in this sense that it emerges the need of techniques that help the image viewer to decode it. The visual literacy it one of those tools. The same way we use inferences, analogies and our world knowledge to interpret texts, the visual literacy is a reading resource that helps to interpret messages underlying to the images, decoding such images in all its aspects (social, cultural, economic). Taken that for granted, this research aims, from the visual literacy, to do a reading of some images present in textbooks in Italian language used in Italian on Campus of the University of São Paulo and in language courses open to the community (CLAC), in Federal University of Rio de Janeiro, in order to verify whether that images have ideological or stereotypical messages between its lines, checking, moreover, whether they were used in a coherent way to the teaching unit and whether they are contextualized with the dialog the text and the listening.
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Books on the topic "Literacy textbook"

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Fassati, Tomáš. Practical visual communication: The second literacy textbook. Museum of Art and Design Benešov, Institute for Information Design, 2010.

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Pereiro, Alberto Pérez. Siavbhau rian ʻaksar Cāmp̊: Cham literacy textbook. Emerging Markets Consulting, 2013.

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Rogulina, Marina, Tat'yana Kopalina, Galina Nevedrova, et al. Fundamentals of financial literacy. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086517.

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The textbook is developed in accordance with the working program of the discipline "Fundamentals of financial literacy". At the present level, the questions devoted to the basics of financial literacy are revealed. The given theoretical material, test and practical tasks contribute to the study of the educational material during independent work, which ensures effective assimilation and practical application of the acquired knowledge. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For full-time and distance learning students of educational organizations of secondary vocational education.
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National Commission for Justice & Peace (Pakistan), ed. Education vs fanatic literacy: A study on the hate content in the textbooks in Punjab and Sindh Provinces. National Commission for Justice and Peace, 2013.

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Knight, Joan. Starting over: A literacy program : a combined teaching manual and student textbook for reading, writing, spelling, vocabulary, and handwriting. Educators Publishing Service Inc., 1990.

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Peterkin, Patrice. Literacy power. Nelson, 2006.

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Internet literacy. 4th ed. McGraw-Hill, 2006.

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Benchmark literacy. Benchmark Education Co., 2014.

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Hofstetter, Fred T. Internet literacy. Irwin/McGraw-Hill, 1998.

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Hofstetter, Fred T. Internet literacy. 2nd ed. McGraw-Hill Irwin, 2001.

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Book chapters on the topic "Literacy textbook"

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Misāne, Agita. "Latvian Literary Histories and Textbooks." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxii.83mis.

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Rosenhouse, Judith. "Literacy Acquisition and Diglossia: Textbooks in Israeli Arabic-speaking Schools." In Literacy Studies. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_12.

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Gupta, Suman. "Theory Textbooks and Canons." In Social Constructionist Identity Politics and Literary Studies. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230801295_8.

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Kiossev, Alexander. "National Identity and Textbooks of Literary History." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxii.92kio.

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Annus, Epp, Luule Epner, and Juri Talvet. "Shifting Ideologies in Estonia’s Literary Histories, Textbooks, and Anthologies." In Comparative History of Literatures in European Languages. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxii.82ann.

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Chou, Wen-ying Sylvia, Anna Gaysynsky, and Alexander Persoskie. "Health Literacy and Communication in Palliative Care." In Textbook of Palliative Care Communication. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780190201708.003.0012.

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Aronowitz, Stanley, and Henry A. Giroux. "Textual Authority, Culture, and the Politics of Literacy." In The Politics of the Textbook. Routledge, 2017. http://dx.doi.org/10.4324/9781315021089-10.

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"New Features of Open Textbook for Integrative STEMx Education." In Metasystems Learning Design of Open Textbooks. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5305-2.ch006.

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Over the last 10 years it was observed that scientific literacy has two orientations: (1) scientific content is presented to be used later for anything and (2) scientific content is presented to be used in life. According to data provided by the Michigan State University, STEM (i.e., science, technology, engineering, and mathematics) occupations are growing at nearly two times the rate of the non-STEM jobs. In addition, many fields are seeking employers with STEM-related skills, such as problem solving, critical thinking, and technical abilities. Thus, as STEM has progressively expanded, there is a perceived need for new focused on high-demand jobs in scientific literacy. For open textbooks to be a unique experience in STEM education, it is important to design new features. This chapter explores the open textbook area for integrative STEMx education. It considers how open textbooks can provide students a unique way forward to learn about learning strategies and to develop global skills on-demand. The conclusion is provided at the end.
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Valdivino da Silva, Maria Zenaide, and Antonia Dilamar Araújo. "The Relation Between an English Language Textbook and a Teacher's Practice in a Brazilian Public School." In Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2808-1.ch010.

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Communication has become increasingly multimodal in contemporary society. This fact has prompted reflections on how pedagogical actions reflect these changes. In this chapter, the authors investigate the relationship between the multimodal approach of a textbook and the pedagogy of an English language teacher from a public school in Brazil. The theoretical bases of the study are Kress and van Leeuwen (2006), Jewitt (2008, 2009), Bezemer and Kress (2008, 2015), Callow (1999, 2006), among others. The study conducted by the authors is an ethnographic with descriptive and interpretative features. The main conclusions indicate that teacher's manual suggests adopting critical visual literacy, but it was not materialized in the activities. Both, teacher and textbook call students' attention to the images to teach language, rather than to explore critical visual literacy. They seek to develop the written code skill. Finally, the researchers suggest that textbooks should be designed and more pedagogical training about approaches that emphasize multimodal literacies should be promoted.
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LeJeune, Marie A., and Melanie Landon-Hays. "Moving Beyond the Textbook to Reframe Disciplinary Literacy Using Text Sets." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch027.

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This chapter details the authors' rationale for encouraging a hybrid content-area/disciplinary literacy approach to embracing diverse literature, especially youth-oriented literature such as children's literature, young adult literature, and multimodal texts. A synthesis of research in the areas of disciplinary literacy and literature instruction is provided as well as a recommended framework for selecting diverse literature within disciplinary classrooms. Several pedagogical tools are featured where preservice teachers have opportunities to explore, practice with, apply, and design their own disciplinary assignments centered in diverse literature and disciplinary texts. Examples and perspectives from preservice teachers are shared.
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Conference papers on the topic "Literacy textbook"

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Ragusa, Gisele. "STEM literacy and textbook biases in K-12." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685047.

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Utaminingsih, Sri, and Muslimin Ibrahim. "The Development of Textbook Based Approach To Teach Scientific Literacy At 5th Grade." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.43.

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Seftari, Vivi, Burhanudin Milama, and Nanda Saridewi. "The Development of Chemistry Textbook Based on Scientific Literacy the Concept of Colloid System." In International Conference on Education in Muslim Society (ICEMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.40.

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Setiyadi, Dwi, and V. Teguh Suharto. "Textbook Development based on Multicultural Literacy to Enhance Students’ Awareness against Social and National Integration." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007418002080211.

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Supriyadi, Ani Rusilowati, P. Astuti, and Wiyanto. "Comparing the Students’ Scientific Literacy Based on Teaching Models and Science Textbook on Expansion Concept." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.117.

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Bravo-Rivera, Christian, Manuel Díaz-Ríos, Ariadna Aldarondo-Hernández, et al. "NeuroBoricuas: a novel approach for incorporating neuroscience education in schools of Puerto Rico." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8223.

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Puerto Rico is in dire need of transforming its education system to counter the current economic recession and ensure a future with talented Puerto Ricans at the forefront of scientific research and technology development. Here we present a group of neuroscientists and educators, the NeuroBoricuas, committed to revolutionize the scientific culture of Puerto Rico by incorporating neuroscience research training and inquiry-based activities in public and private schools. We carry out our vision through diverse methods, such as community outreach activities, where we promote neuroscience literacy using diverse learning activities. In parallel, we are designing a neuroscience course and textbook with educators to be implemented in schools. We also established neuroscience laboratories in K-12 schools and trained science teachers to manage such laboratories, using equipment from the company “Backyard Brains”. These laboratory experiences are integrated into the academic curriculum in high schools and the equipment is also available for students interested in designing their independent research projects. Lastly, we are expanding a network of committed scientists who partner with educators to help nurture future neuroscientists early in their academic endeavors. Here, we describe our trajectory and our approach to transform scientific education in Puerto Rico.
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Raziev, A. K. "TEXTBOOK AS A GENRE OF EDUCATIONAL DISCOURSE." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-15.

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Maki, Seiji, and Tatsuya Horita. "Research on Statistical Literacy Using Japanese Textbooks." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.95.

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Urazayevа, Kuralay, Gulnur Yerik, and Aliya Aitpayeva. "Lesson on Russian Literature based on the communicative-activity approach (literary tale)." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1029.

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Stepanova, Nadezhda, Irina Amelina, Mariya Gromenko, and Tatyana Kovaleva. "Personality Development Potential of a Literary Text in Digitalized Teaching of RFL." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0920.

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