A controversy regarding literacy lies at the heart of debates over the
current state of American education. In response to the debate, this study
reviews and analyzes the literacy theories of E.D. Hirsch, Jr., Walter Ong,
Sylvia Scribner and Michael Cole, Shirley Brice Heath, and Paulo Freire. The
author presents a language arts teacher's perspective on these literacy theories
and their implications for her own pedagogy by addressing the following
questions: What is meant by the literacy crisis? How is literacy defined by
contemporary literacy theorists? What are the implications of these theories
for the teaching of language arts? The author concludes that literacy involves
a repertoire of social and cognitive practices which inform a critical pedagogy
in language arts. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37379 |
| Date | 26 July 1991 |
| Creators | Van Develder, Pamela A. |
| Contributors | Glenn, Cheryl |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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