front cover of The Science of Reading
The Science of Reading
Information, Media, and Mind in Modern America
Adrian Johns
University of Chicago Press, 2023
For the first time, the story of how and why we have plumbed the mysteries of reading, and why it matters today.
 
Reading is perhaps the essential practice of modern civilization. For centuries, it has been seen as key to both personal fulfillment and social progress, and millions today depend on it to participate fully in our society. Yet, at its heart, reading is a surprisingly elusive practice. This book tells for the first time the story of how American scientists and others have sought to understand reading, and, by understanding it, to improve how people do it.

Starting around 1900, researchers—convinced of the urgent need to comprehend a practice central to industrial democracy—began to devise instruments and experiments to investigate what happened to people when they read. They traced how a good reader’s eyes moved across a page of printed characters, and they asked how their mind apprehended meanings as they did so. In schools across the country, millions of Americans learned to read through the application of this science of reading. At the same time, workers fanned out across the land to extend the science of reading into the social realm, mapping the very geography of information for the first time. Their pioneering efforts revealed that the nation’s most pressing problems were rooted in drastic informational inequities, between North and South, city and country, and white and Black—and they suggested ways to tackle those problems.

Today, much of how we experience our information society reflects the influence of these enterprises. This book explains both how the science of reading shaped our age and why, with so-called reading wars still plaguing schools across the nation, it remains bitterly contested.
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front cover of Securing a Place for Reading in Composition
Securing a Place for Reading in Composition
The Importance of Teaching for Transfer
Ellen C. Carillo
Utah State University Press, 2014

Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.

Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.

Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.


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Seductions
Studies in Reading and Culture
Jane Miller
Harvard University Press, 1991

front cover of A Sourcebook of Nasca Ceramic Iconography
A Sourcebook of Nasca Ceramic Iconography
Reading a Culture through Its Art
Proulx, Donald A.
University of Iowa Press, 2006
For almost eight hundred years (100 BC–AD 650) Nasca artists modeled and painted the plants, animals, birds, and fish of their homeland on Peru’s south coast as well as numerous abstract anthropomorphic creatures whose form and meaning are sometimes incomprehensible today. In this first book-length treatment of Nasca ceramic iconography to appear in English, drawing upon an archive of more than eight thousand Nasca vessels from over 150 public and private collections, Donald Proulx systematically describes the major artistic motifs of this stunning polychrome pottery, interprets the major themes displayed on this pottery, and then uses these descriptions and his stimulating interpretations to analyze Nasca society. After beginning with an overview of Nasca culture and an explanation of the style and chronology of Nasca pottery, Proulx moves to the heart of his book: a detailed classification and description of the entire range of supernatural and secular themes in Nasca iconography along with a fresh and distinctive interpretation of these themes. Linking the pots and their iconography to the archaeologically known Nasca society, he ends with a thorough and accessible examination of this ancient culture viewed through the lens of ceramic iconography. Although these static images can never be fully understood, by animating their themes and meanings Proulx reconstructs the lifeways of this complex society.
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The Story Within Us
Women Prisoners Reflect on Reading
Edited by Megan Sweeney
University of Illinois Press, 2012
This volume features in-depth, oral interviews with eleven incarcerated women, each of whom offers a narrative of her life and her reading experiences within prison walls. The women share powerful stories about their complex and diverse efforts to negotiate difficult relationships, exercise agency in restrictive circumstances, and find meaning and beauty in the midst of pain. Their shared emphases on abuse, poverty, addiction, and mental illness illuminate the pathways that lead many women to prison and suggest possibilities for addressing the profound social problems that fuel crime.
 
Framing the narratives within an analytic introduction and reflective afterword, Megan Sweeney highlights the crucial intellectual work that the incarcerated women perform despite myriad restrictions on reading and education in U.S. prisons. These women use the limited reading materials available to them as sources of guidance and support and as tools for self-reflection and self-education. Through their creative engagements with books, the women learn to reframe their own life stories, situate their experiences in relation to broader social patterns, deepen their understanding of others, experiment with new ways of being, and maintain a sense of connection with their fellow citizens on both sides of the prison fence.
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Storytimes for Everyone!
Developing Young Children's Language and Literacy
Saroj Nadkarni Ghoting
American Library Association, 2013


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