The Literate Eye

Rather than focusing on German philosophy or the French avant-gardes, as many books on the history of aesthetics do, Teukolsky takes up British responses to modern art controversies, thus providing a unique view on the development of artistic forms and art history. She considers the canonical writing of authors like John Ruskin, Walter Pater, and Oscar Wilde alongside texts belonging to the rich field of Victorian print culture--gallery reviews, scientific treatises, satirical cartoons, advertisements, and early photography monographs among them. Spanning the years 1840 to 1910, her argument also adds substance to our understanding of the transition from Victorianism to modernism, a period of especially lively exchange between artists and intellectuals, here narrated with careful attention given to the historical particularities and real events that stamped their imprint on such interactions.

What counts as literacy has been redefined in today's classrooms. Teachers must address what it means to read and live in a multi-literate world that includes both print text and image text. Focused specifically on young adult graphic novels in the four primary content areas--math, language arts, social studies, and science--Using Content-Area Graphic Texts for Learning: A Guide for Middle-Level Educators by Dr. Meryl Jaffe and Dr. Katie Monnin empowers twenty-first-century, middle-school educators to not only better understand content-area graphic novels, but also teach them. Like their print counterparts, graphic texts reinforce traditional content-area thinking skills like memory, attention, cognition, language learning, and sequencing. Unlike print texts, however, comics and graphic novels reach out to diverse types of literacy learners and their particular reading strengths, making them the perfect, high-quality, literary-level texts for core content-area classrooms. Using Content-Area Graphic Texts for Learning begins with the building blocks of graphic novel terminology 101, moves into a detailed look at how graphic texts specifically help and empower different types of learners, and then branches off into specific chapters for each of four content areas: math, language arts, social studies, and science. Each of these content-area chapters includes: an overview of how graphic novels help students tackle, integrate, and enhance content-area material; two content-area lesson plans, each utilizing graphic novels in different ways; a demonstration of what that lesson plan is asking students to do, focusing on five learning skills--attention, memory, language, sequencing, and cognition--and how the lesson aligns with the appropriate content area's Common Core Standards; a discussion on how graphic novels help different types of learners succeed in the content-area classrooms; and a list of suggested graphic novels for each content-area classroom. Jaffe and Monnin more than make the case for using graphic novels as valid young adult literary texts that engage students and meet Common Core State Standards within the content-area classroom.

This volume brings together studies by a distinguished classical scholar that address specific problems associated with the development of literacy in ancient Greece. The articles were written over a twenty-year period and published individually in various journals and books. They deal with Greece's technological and intellectual transition from a preliterate to a literate culture, showing the effects registered by the introduction of the alphabet as the written word came to replace its oral counterpart in the literature of Greece and of Europe. Eric A. Havelock is Sterling Professor Emeritus of Classics at Yale University. His numerous publications include The Liberal Temper in Greek Politics (Yale), Preface to Plato (Harvard), and The Greek Concept of Justice (Harvard). Originally published in 1982. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Reading is a process through which learners construct meaning and gain critical knowledge necessary to participate in our global society. Children become literate beings and productive participants in their social worlds when they read critically. In this edited book, we bring together researchers, internationally and transnationally, to share Eye Movement Miscue Analysis (EMMA) research that deepens and expands understandings of the reading process and addresses ways to support the literacy development of diverse populations. EMMA is an innovative method of study that combines research on eye movement and miscue analysis to examine how reading works. This book expands on and frames how EMMA can best be utilized to its potential to explore multiple aspects of literacies, such as reading multimodally, identifying literacy achievement, examining young children's or college readers' strategies when reading various texts, or applying EMMA in understanding readers who speak a variety of languages. It is practical, research-based, and theoretically driven to help its audience like those in various academic field understand and explore multiple dimensions of literacy through eye movement miscue analysis in an expanding global world. It is a groundbreaking contribution explaining literacy from a comprehensive and practical lens. Most of all, this book provides socially and culturally diverse K- adult learning and teaching contexts applicable for learners, educators and researchers to meet the needs of 21st century global world. This book can be used in foundations of literacy courses, methods and assessment courses, as well as research design and application in education and other fields.

This book addresses the link between visual literacy - people's ability to interpret and skillfully use images - and art museums. Art museums invite you to look at objects in different ways. They stimulate your visual curiosity, give you visual satisfaction, and allow the visual to merge with other sensory experiences. All of this makes art museums potentially the ideal learning environments for acquiring visual literacy skills. But how should an art museum stimulate visual literacy in practice? How can it actually become such an ideal learning place? How can it spark visitors' visual literacy and increase their knowledge about it? In this book a wide range of authors from different parts of the world offer their answers. As researchers, curators and educators they provide crucial theoretical insights and reflect on real-life examples.

This book is intended to be both an introduction to comics as well as a text for specific, ready-to-use activities that instructors can immediate use.