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Record Nr. |
UNINA9910372826103321 |
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Autore |
Cheyne Ria |
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Titolo |
Disability, literature, genre : representation and affect in contemporary fiction / / Ria Cheyne |
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Pubbl/distr/stampa |
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Liverpool University Press, 2019 |
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Liverpool : , : Liverpool University Press, , 2019 |
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ISBN |
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Descrizione fisica |
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1 online resource (216 pages) |
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Collana |
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Representations: Health, Disability, Culture and Society |
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Disciplina |
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Soggetti |
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Disabilities in literature |
People with disabilities in literature |
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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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Sommario/riassunto |
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Examining the intersection of disability and genre in popular works of horror, crime, science fiction, fantasy, and romance published since the late 1960s, Disability, Literature, Genre is a major contribution to both cultural disability studies and genre fiction studies. Drawing on recent work on affect and emotion, the book explores how disability makes us feel, and how those feelings shape interpersonal and fictional encounters. Written in a clear and accessible style, Disability, Literature, Genre offers a timely reflection on the rapidly growing body of scholarship on disability representation, as well as an innovative new theorisation of genre. By reconceptualising genre reading as an affective process, Ria Cheyne establishes genre fiction as a key site of investigation for disability studies. She argues that genre fiction's unique combination of affectivity and reflexivity makes it ideally suited to the production of reflexive representations of disability: representations which encourage the reader to reflect upon what they understand about disability, and potentially to rethink it. Examining the affective-and effective-power of disability representations in a wide range of popular genre fiction, this book will be essential reading for academics in disability studies, literary studies, popular culture studies, and the medical humanities. |
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2. |
Record Nr. |
UNINA9910816996803321 |
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Titolo |
Assessment emergent in literacy / / edited by Khara L. Pence, Ph.D |
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Pubbl/distr/stampa |
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San Diego, California ; ; Oxford, England ; ; Brisbane, Queensland : , : Plural Publishing Inc., , 2007 |
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©2007 |
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ISBN |
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Descrizione fisica |
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1 online resource (567 p.) |
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Collana |
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Emergent and Early Literacy Series |
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Disciplina |
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Soggetti |
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Reading (Early childhood) - Evaluation |
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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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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Contents; Series Foreword; About the Editor; Contributors; Introduction; Chapter One. Assessing Classroom Language and Literacy Richness; Chapter 2. Assessing Professionals' Knowledge and Skills; Chapter Three. Assessing Home Supports for Literacy; Chapter Four. Assessing Implementation of Literacy Curricula; Chapter Five. Assessing the Quality of Storybook Reading; Chapter Six. Assessing Phonological Awareness; Chapter Seven. Assessing Print Knowledge; Chapter Eight. Assessing Young Children's Oral Narrative Skills The Story Pyramid Framework; Chapter 9. Assessing Vocabulary Knowledge |
Chapter 10. Assessing Literacy Motivation and OrientationIndex |
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Sommario/riassunto |
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This practical guide to identifying preschool and early school-aged children's strengths and needs across multiple domains of emergent and early literacy, includes phonological awareness, print awareness, narrative, vocabulary, and motivation. Specific approaches to assessing and monitoring growth in high priority areas of literacy are provided. This handbook also provides guidance for evaluating children's learning environments, including supports with the home and classroom. |
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