Pelusa Orellana García – författare

This collection of international, research-informed case studies gives a unique range of perspectives on the state of literacy in the twenty first century, as both a discipline and a function of everyday life. Expanding the focus of current debate beyond Western, English speaking contexts, it challenges received wisdoms and lays out the huge variations in what literacy is and what it is for.Taking a thematic approach, the chapters examine literacy in its broadest sense. In section one they focus on early literacy development and the family in different global contexts. Section two tackles assumptions about the teaching of literacy from across continents, and foregrounds the place of multilingualism in classrooms. This is followed by chapters focussed on literacy and social adversity that shed light on the challenges faced by those denied access to literacy education and learning resources. In the fourth section, authors unravel the complexities of assessing literacy and the challenges of fitness for purpose for diverse learners. Finally, the book explores digital literacy and AI in school settings, and questions their use as tools for scaffolding teaching and learning.This handbook captures the richness and diversity of different approaches to literacy, and widens the horizons that determine how we examine it and the factors that relate to it.

This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings.Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others.The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.

This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings.Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others.The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.