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The Cambridge HandBook Of Literacy

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This Handbook marks the transformation of the topic of literacy from the narrower concerns
with learning to read and write to an interdisciplinary inquiry into the various forms of
writing and reading in the full range of social and psychological functions in both modern
and developing societies. It does so by exploring the nature and development of writing
systems, the relationships between speech and writing, the history of the social uses of writing,
the evolution of conventions of reading, the social and developmental dimensions of
acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions
of literacy as a set of social practices. Contributors to the volume are leading scholars
drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the
neurosciences, cultural psychology, and education.
David R. Olson is University Professor Emeritus of the Ontario Institute for Studies in
Education of the University of Toronto. He has written extensively on language, literacy,
and cognition, including the widely anthologized article, “From Utterance to Text: The Bias of
Language in Speech and Writing” (1977). His book TheWorld on Paper (Cambridge University
Press, 1994) has been translated into several languages.He is co-editorwithNancy Torrance of
The Handbook of Education and Human Development (1996), co-editor with Michael Cole of
Technology, Literacy and the Evolution of Society: Implications of theWork of Jack Goody (2006),
co-editor with Janet Astington and Paul Harris of Developing Theories of Mind (Cambridge
University Press, 1988), co-editor with Nancy Torrance of Literacy and Orality (Cambridge
University Press, 1991), and co-editor with Nancy Torrance and Angela Hildyard of Literacy,
Language and Learning (Cambridge University Press, 1985). His most recent authored books
are Psychological Theory and Educational Reform: How School Remakes Mind and Society
(Cambridge University Press, 2003) andJerome Bruner: TheCognitive Revolution in Educational
Theory (2007).
Nancy Torrance has worked as a senior research officer/research associate in the Centre
for Applied Cognitive Science and the International Centre for Educational Change at the
Ontario Institute for Studies in Education of the University of Toronto. She has worked
extensively with David Olson on a theory of the social development of literacy and the
acquisition of literacy in young children and with Lorna Earl on the evaluation of school
reform efforts in Manitoba, Ontario, and England. She is co-editor with David Olson of
several volumes, including On theMaking of Literate Societies: Literacy and Social Development
(2001), TheHandbook of Education and HumanDevelopment:New Models of Learning, Teaching
and Schooling (1996), Literacy and Orality (Cambridge University Press, 1991), and, with David
Olson and Angela Hildyard, Literacy, Language and Learning (Cambridge University Press,
1985).

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

020.1 Ols t

Penerbit

Amerika Serikat : Cambridge University Press., 2009

Deskripsi Fisik

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Bahasa

English

ISBN/ISSN

978-0-511-50672-7

Klasifikasi

NONE

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Teori ilmu informasi

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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