scholarly journals Literacy Skills as Local Intangible Capital: The History of a Rural Lending Library c. 1860 - 1920

2016 ◽  
Author(s):  
Sofia Kotilainen ◽  
Keyword(s):  
Literacy Skills ◽  
Intangible Capital ◽  
History Of ◽  
Lending Library

“I Can't Stop Singing”

2021 ◽  
pp. 1-20
Author(s):  
Pamela M. Sullivan
Keyword(s):  
Popular Culture ◽  
Literacy Skills ◽  
Reader's Theater ◽  
History Of Research ◽  
Fluency And Comprehension ◽  
History Of ◽  
Literacy Learners ◽  
And Performance ◽  
Classroom Level

There is a long history of research on theater and performance supporting literacy skills, especially fluency and comprehension. Most of this work is based on drama and plays and has been adapted to the classroom level in the form of Reader's Theater. Musicals, however, with their combination of acting, dancing, and singing, offer unique benefits to struggling literacy learners. This chapter will make the argument that modern musicals, particularly those rooted in popular culture and oriented toward children, allow for growth possibilities in all components of literacy.

scholarly journals John Anthony Chaldecott (1916–98)

1999 ◽  
Vol 32 (3) ◽  
pp. 343-344
Author(s):  
Lance Day
Keyword(s):  
History Of Science ◽  
Presidential Address ◽  
Science Museum ◽  
Advisory Council ◽  
Scientific Instrument ◽  
History Of ◽  
University College London ◽  
Lending Library ◽  
Founder Member ◽  
Physics Department

It is with deep regret that we record the death of John Anthony Chaldecott on 2 May 1998 at the age of 82. He was a founder member of the BSHS and served as Honorary Secretary and as President.After graduating in physics at London University, John took up teaching and lecturing, but this was interrupted by war service in the RAF Meteorological Branch. In the fighting in the Netherlands, he was mentioned in despatches. In 1949, he joined the Science Museum as Assistant Keeper in the Physics Department. There, he was in charge of the Optics Collection and also the Heat and the George III Collections, for which he produced catalogues. For some years, he acted as Secretary to the Museum's Advisory Council.In 1961, John became Keeper of the Science Museum Library, a post he held until his retirement in 1976. His time there was active and eventful. First, the transfer of the Library's nation-wide loans service, together with many of its periodicals, to the National Lending Library of Science and Technology in 1962 entailed a redirection of the Library's resources and services. Then, he was closely involved in the planning of the present Library building on the Imperial College campus in South Kensington, opened in 1969. He made a thorough study of the latest library design and equipment, so as to incorporate as many modern features as possible within a very tight budget. The success of the building owed much to his untiring and meticulous attention to detail.While building was in progress, his attention was assailed from a fresh quarter, this time from the National Libraries Committee. Their conclusions disconcerted the Science Museum and the fact that the Library remained under the Museum's wing, with a redefined role, owed much to John's skill and determination in negotiation. The Library was to specialize in the history of science and he did much to turn the Library towards the new direction. It was his decision to assemble the Library's scattered books and periodicals in this field and house them in a special history of science reading room. All this chimed in with his own interest in this subject. He had gained an M.Sc. in the history and philosophy of science at University College London in 1949, followed up later with a Ph.D. He was active in the BSHS from the beginning and he was Honorary Secretary during 1963–68. He was elected President for the year 1972–73; his presidential address was entitled ‘Josiah Wedgwood (1730–1795), scientist’. He published a number of papers on historical subjects, but his abiding interest lay in scientific instrument makers; he formed a massive record of information about those active in London from 1750 to 1840, now deposited in the Science Museum Library Archives Collection. Soon after his retirement, he was responsible for a major exhibition at the Science Museum illustrating Wedgwood's life and work and he published an accompanying monograph.Throughout his life, John preserved that calm and even-tempered manner which made him such a pleasant colleague and genial, good-humoured friend. He was always fair and even-handed in his dealings with others.

Language-Impaired Preschoolers

1998 ◽  
Vol 41 (2) ◽  
pp. 407-418 ◽  
Author(s):  
Susan E. Stothard ◽  
Margaret J. Snowling ◽  
D. V. M. Bishop ◽  
Barry B. Chipchase ◽  
Carole A. Kaplan
Keyword(s):  
Language Impairment ◽  
Phonological Processing ◽  
Peer Group ◽  
Delay Group ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Language And Literacy ◽  
Language Impaired ◽  
Language Problems ◽  
History Of

This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.

Preschool Speech Intelligibility and 8-Year Literacy: A Moderated Mediation Analysis

2020 ◽  
Vol 63 (10) ◽  
pp. 3380-3391
Author(s):  
Fufen Jin ◽  
Synnve Schjølberg ◽  
Patricia Eadie ◽  
Ragnhild Bang Nes ◽  
Espen Røysamb
Keyword(s):  
Family History ◽  
Speech Intelligibility ◽  
Maternal Education ◽  
Language Skills ◽  
Reading Difficulties ◽  
Literacy Skills ◽  
Child Gender ◽  
Language Difficulties ◽  
History Of ◽  
The Relationship

Purpose The aims of this study were (a) to examine the relationship between speech intelligibility at the age of 5 years and literacy skills at the age of 8 years, (b) to explore the possible mediating or moderating role of broader language skills at 5 years in the relationship of interest, and (c) to assess whether the potential risk factors (child gender; maternal education levels; and family history of speech, language, reading, and writing difficulties) influence the relationship between speech intelligibility and literacy in terms of moderated mediation effects. Method We used mother-reported questionnaire data on 16,184 children participating in the population-based, prospective Norwegian Mother, Father and Child Cohort Study as well as conducted linear regression analyses using the PROCESS macro in SPSS. In addition, logistic regression was conducted to make predictions about risk. Results The association between speech intelligibility at 5 years and literacy skills at 8 years was statistically significant (β = .168, p < .001). Children with speech problems at 5 years had a risk ratio of 2.38 (95% CI [2.10, 2.70]) and an odds ratio of 2.74 (95% CI [2.35, 3.19]), as compared to children without such problems. Broader language skills at 5 years partially mediated the relationship between speech intelligibility at 5 years and literacy at 8 years, and the effect of language skills appeared to be moderated by child gender, a family history of language difficulties, a family history of reading difficulties, and maternal education. Conclusions Severity of speech problems indexed by parent-reported speech intelligibility in preschool predicted school-age literacy problems. Broader language skills are a crucial mediating mechanism through which these problems are linked, and the mediated relationship is amplified by female gender, low maternal education, family history of language difficulties, and family history of reading difficulties. The findings call for increased use of a multiple-risk model when planning early interventions in children with unclear speech.

Using Picture Books With Instructional Strategies to Address New Challenges and Teach Literacy Skills in a Digital World

2021 ◽  
pp. 38-58
Author(s):  
William Bintz ◽  
Lisa M. Ciecierski ◽  
Emma Royan
Keyword(s):  
Instructional Strategies ◽  
Picture Books ◽  
Mass Communication ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Digital World ◽  
History Of ◽  
New Challenges ◽  
Literacy Skill Development ◽  
Over Time

This chapter highlights new challenges that have developed over time in a digital world and use picture books with research-based instructional strategies to help teachers, K-8, address these challenges and develop student literacy skills at the same time. It identifies and describes picture books that teachers, K-8, can use as well as present instructional strategies that might be utilized to address these challenges and teach literacy skills in our ever-evolving digital world. This chapter consists of seven sections: 1) major technologies in the history of mass communication, 2) the digital world and pop culture, 3) using picture books to address new challenges in a digital world, 4) picture books and instructional strategies to support literacy skill development, 5) digital storytelling, 6) the need for caution, 7) suggested additional resources to address new challenges in a digital world.

The London Library

2006 ◽  
Vol 31 (1) ◽  
pp. 5-10
Author(s):  
Christopher Phipps
Keyword(s):  
New Members ◽  
European Languages ◽  
Applied Art ◽  
History Of Art ◽  
History Of ◽  
Lending Library ◽  
Selection Of

The London Library, an independent subscription lending library and registered educational charity, has been providing a wide selection of books for loan to members in all aspects of the humanities since 1841. Books and periodicals on applied art and the history of art, in all the major European languages, form an increasingly important part of its collections. The Library is embarking on a period of extension and development, and welcomes new members.

scholarly journals Reading the Late-Romantic Lending Library: Authorship and the Anxiety of Anonymity in E. T. A. Hoffmann’s Late Work

2011 ◽  
Author(s):  
Carlos Spoerhase
Keyword(s):  
History Of The Book ◽  
Reading Practices ◽  
Sociology Of Literature ◽  
Late Work ◽  
History Of ◽  
Lending Library ◽  
Materiality Of The Text

Combining findings from the sociology of literature, the history of the book and reading, and studies on the materiality of the text, this paper reassesses a late-Romantic ‘scene of reading’ in E. T. A. Hoffmann’sMy Cousin’s Corner Window(1822). This ‘scene of reading’ presents the lending library as one of the central institutions of Romanticism and depicts anonymity as a crucial mode of Romantic authorship. Furthermore, Hoffmann’s ‘scene of reading’ focuses on the significant and problematic fact that literary communication is ‘anonymized’ by the uniform materiality of the bookbindings used in late-Romantic lending libraries and associated reading practices.

scholarly journals Resettling minority groups : the case of the Somali Bantu

2021 ◽  
Author(s):  
Khwaka Daria Kukubo
Keyword(s):  
Formal Education ◽  
Minority Groups ◽  
Western Country ◽  
Literacy Skills ◽  
Smooth Transition ◽  
Basic Information ◽  
Somali Bantu ◽  
History Of ◽  
The Media

This paper argues the possession of formal education is essential for successful settlement in a western country. Using the Somali Bantu resettlement experience as a case study, this paper highlights the extent to which a lack of basic information can hamper a smooth transition into a western community. It is contended that a long history of social exclusion and intentional discrimination and abuse of the Somali Bantu resulted in their state of illiteracy and or lack of pre-literacy skills, which made their resettlement experience that much more difficult than usual. I will seek to support my argument by use of narrations and case studies obtained from refugee supporting agencies and settlement providing organization reports and the media.

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