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Learning to Read Critically in Language and Literacy
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Learning to Read Critically in Language and Literacy

First Edition
Edited by:


September 2004 | 256 pages | SAGE Publications Ltd
`[This book] has definitely aided my understanding of the processes involved in taking a critical stance and would enable me to pick out and maybe even teach the different facets of critical thinking. It has also developed my knowledge in the field of language and literacy education' - British Journal of Educational Studies

Following other volumes in the Learning to Read Critically series, Learning to Read Critically in Language and Literacy aims to develop skills of critical analysis and research design. It presents a series of examples of `best practice' in language and literacy education research at a time when literacy development and learning through language are key policy issues.

This book is an overview of issues in Language and Literacy Education research, as well as a guide to appropriate research methods, and how to do a literature survey. Leading researchers present a research project, together with their gloss on why they did it that way; what they found, or did not find, and why the research worked or in some cases did not work. The book is intended as a reference and teaching text for taught postgraduate courses in the area of language and literacy.

This series, edited by Mike Wallace, supports research-based teaching on masters and taught doctorate courses in the humanities and social sciences fields of enquiry. Each book is a 'three in one' text designed to assist advanced course tutors and dissertation supervisors with key research-based teaching tasks and aims to:

• develop students' critical understanding of research literature

• increase students' appreciation of what can be achieved in small-scale investigations similar to those which they undertake for their dissertation

• present students with major findings, generalisations and concepts connected to their particular field.

 
PART I: BECOMING A CRITICAL CONSUMER OF THE LITERATURE
02C Mike Wallace and Louise Poulson
Critical Reading for Self-Critical Writing
02C Louise Poulson and Mike Wallace
Designing and Writing about Research: Developing a Critical Frame of Mind
 
PART II: MEETING THE CHALLENGE OF REPORTING RESEARCH
02C Sally Mitchell and Mike Riddle
Developing a Toolkit for Tackling Academic Discourse
Janet Maybin
Researching Children's Language and Literacy Practices in School
David Skidmore
The Dialogue of Spoken Word and Written Word
02C Richard Beach
Researching Response to Literature and the Media
02C Judith Baxter
Analysing Spoken Language in the Classroom
02C Peter Smagorinsky and Cindy O'Donnell-Allen
A Study of Students' Artistic Interpretations of Hamlet
02C Andrew Goodwyn
Literacy versus English?: A Professional Identity Crisis
 
PART III: MEETING THE CHALLENGE OF REPORTING A REVIEW OF THE LITERATURE
02C Richard Andrews
Systematic Literature Reviews: The Impact of Networked ICT on Literacy Education

`[This book] has definitely aided my understanding of the processes involved in taking a critical stance and would enable me to pick out and maybe even teach the different facets of critical thinking. It has also developed my knowledge in the field of language and literacy education' - British Journal of Educational Studies


This is an interesting read and one which I have found highly useful - helping me to understand the complexities of how people think and process information; in specifics, the text is useful in helping to plan lessons.
The most useful part of this book is the extremely acessible template in appendix 2 - brilliant for using with first year undergraduate students in helping them understand the elements of critical analysis

Miss Laura Firth
Public Services, Runshaw College
May 17, 2011

I found this book to be very informative and helpful towards understanding critical review. One of the main things it teaches is the use of language. It offers excellent practical information throughout. Highly recommended

Mr Gerard Ryan
Business Department, Staffordshire University
November 30, 2010

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SAGE Research Methods is a research methods tool created to help researchers, faculty and students with their research projects. SAGE Research Methods links over 175,000 pages of SAGE’s renowned book, journal and reference content with truly advanced search and discovery tools. Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines, it can be used across the social sciences, health sciences, and more.

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