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1. |
Record Nr. |
UNINA990003830950403321 |
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Titolo |
The turn to biographical methods in social science : comparative issues and examples / edited by Prue Chamberlayne, Joanna Bornat and Tom Wengraf |
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Pubbl/distr/stampa |
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London : Routledge, c2000 |
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ISBN |
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Descrizione fisica |
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xvii, 346 p. : tab., fig. ; 21 cm |
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Collana |
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Social Research Today / edited by Martin Bulmer |
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Disciplina |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Contiene riferimenti bibl. e indici |
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2. |
Record Nr. |
UNINA9910787497903321 |
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Autore |
Berger Harry, Jr., <1924-2021, > |
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Titolo |
Figures of a changing world : metaphor and the emergence of modern culture / / Harry Berger, Jr |
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Pubbl/distr/stampa |
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New York : , : Fordham University Press, , 2015 |
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©2015 |
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ISBN |
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0-8232-5748-7 |
0-8232-6155-7 |
0-8232-5751-7 |
0-8232-5749-5 |
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Edizione |
[First Edition] |
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Descrizione fisica |
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1 online resource (174 p.) |
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Disciplina |
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Soggetti |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- contents -- acknowledgments -- one. Two Figures: (1) Metaphor -- two. Two Figures: (2) Metonymy -- three. Making Metaphors, Seeing Metonymies -- four. Metonymy, Metaphor, and Perception: De Man and Nietzsche -- five. Metaphor, Metonymy, and Redundancy -- six. The Semiotics of Metaphor and Metonymy: Umberto Eco -- seven. Frost and Roses: The Disenchantment of a Reluctant Modernist -- eight. Metaphor and the Anxiety of Fictiveness: St. Augustine -- nine. Metaphor and Metonymy in the Middle Ages: Aquinas and Dante -- ten. Sacramental Anxiety in the Late Middle Ages: Hugh of St. Victor, the Abbot Suger, and Dante -- eleven. Ulysses as Modernist: From Metonymy to Metaphor in Shakespeare’s Troilus and Cressida -- notes -- index |
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Sommario/riassunto |
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Figures of a Changing World offers a dramatic new account of cultural change, an account based on the distinction between two familiar rhetorical figures, metonymy and metaphor. The book treats metonymy as the basic organizing trope of traditional culture and metaphor as the basic organizing trope of modern culture. On the one hand, metonymies present themselves as analogies that articulate or reaffirm |
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preexisting states of affairs. They are guarantors of facticity, a term that can be translated or defined as fact-like-ness. On the other hand, metaphors challenge the similarity they claim to establish, in order to feature departures from preexisting states of affairs. On the basis of this distinction, the author argues that metaphor and metonymy can be used as instruments both for the large-scale interpretation of tensions in cultural change and for the micro-interpretation of tensions within particular texts. In addressing the functioning of the two terms, the author draws upon and critiques the work of Friedrich Nietzsche, Roman Jakobson, Christian Metz, Paul Ricoeur, Umberto Eco, Edmund Leach, and Paul de Man. |
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3. |
Record Nr. |
UNINA9911009290003321 |
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Autore |
Bober Tom |
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Titolo |
Building News Literacy : Lessons for Teaching Critical Thinking Skills in Elementary and Middle Schools / / Tom Bober |
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Pubbl/distr/stampa |
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London : , : Bloomsbury Libraries Unlimited, , 2022 |
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London : , : Bloomsbury Publishing (UK), , 2023 |
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ISBN |
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9798400622144 |
9798216056744 |
9781440875168 |
1440875162 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (ix, 160 pages) |
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Collana |
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Disciplina |
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Soggetti |
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Library science |
Media literacy - Study and teaching (Middle school) - United States |
Media literacy - Study and teaching (Elementary) - United States |
Library & information services |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Acknowledgments 1-News Literacy in Elementary and Middle Schools? Where Do Elementary and Middle School Students Get Their News? Defining News By Format By Geography Hard News and Soft News By |
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Creator or Reporter By Legitimacy Recruiting Everyone in the Effort What This Book Attempts to Do 2-Challenges to Be Addressed by Developing News Literacy in Students Reading Digital vs. Print Trusting the Messenger and the Message Organizing Facts, Commentary, and Personal Reactions Instilling the Importance of Reliability and Credibility Making Sourcing and Contextualizing Automatic Abandoning Old Approaches to Information and News Literacy 3-News Literacy: Tying Together Multiple Literacies Across Subjects News Literacy: Made Up of Many Parts Text Literacy Visual Literacy Audiovisual Literacy Graphic and Geographic Literacy Comparing News Literacy to Historical Literacy News Literacy Across the Subject Areas 4-Lessons to Develop News Literacy Describing the News Lesson 1: Fact vs. Opinion Lesson 2: What Is News and What Isn't Lesson 3: Differentiating Between News and News Commentary Lesson 4: Reliability and Credibility News Analysis Strategies Lesson 5: Sourcing: Taking a First Look at New Information Lesson 6: Contextualizing: Placing News in the Moment Lesson 7: Close Reading: Uncovering the Story Lesson 8: Corroborating Information Across Multiple Sources Lesson 9: Asking Questions When Interacting with News Lesson 10: Word Choice in the News Lesson 11: Voices in the News: Finding Who Is Heard and Who Is Not Interacting with the News Lesson 12: Reading Across Headlines Lesson 13: Curating Sources: Expanding Beyond an Initial View Lesson 14: Going to the Source: Finding Primary Sources Lesson 15: Making Connections Between News Topics: Cause and Effect in the News Lesson 16: Stick with the Story: Following News over Time Lesson 17: The Quick Share: Sharing, Liking, and Commenting on News Understanding Oneself and Others as News Consumers Lesson 18: What Is My Opinion?: Being Aware of Our Own Biases Lesson 19: Rethinking Relationships: Reflecting on Affinities with News Sources Lesson 20: Interacting with and Reacting to Emotionally Charged News Topics Lesson 21: How Will Others Read This?: Predicting Audience Viewpoints References Index |
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Sommario/riassunto |
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Every upper-elementary and middle school educator can teach news literacy and connected literacies, including text, visual, graphic, and video literacy, using this book. This book suggests that news literacy is made up of several other literacies and skills that must not only be explored across the subject areas, but also connected to students' real-world consuming and sharing habits. A series of lessons, some using technology, lay a foundation for building these multiple literacies and skills. While not meant to be a complete program, the lessons provide a holistic experience and are adaptable to personalize students' learning. The author melds strategies for finding and making meaning from information, the multiple literacies that young consumers of news must be familiar with to navigate news and other information, and the digital skills necessary to navigate today's news options. Whether students encounter news in the firewall-protected classroom or pushed out to them on their phones, the series of lessons encourage them to give pause and ask important questions as they move beyond simply consuming to become critical readers of the news. |
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