Glossaries
“Concepts lead us to make investigations; are the expression of our interest, and direct our interest.”
“Is the meaning really only the use of the word? Isn’t it the way this use meshes with our life?”
The linked glossaries reflect the multidimensional nature of literacy learning, which is reflected in the diagram to the right. On one hand, literacy has a linguistic dimension, since the first step of literacy development lies in the development of oral language skills. After all, according to a simple view of literacy, the written word is merely language in print. On another hand, literacy is also an illustration of the vast capacity of human cognition. The fact that the human mind can derive sense from the abstract symbolism of the phonetic code is quite a feat of neural and executive coordination. The reader is able to develop schemas, visualise, problem solve and synthesise in ways that are more complex than we realise. That said, language and literacy do not take place in a mental vacuum; they are part of our socio-cultural practices through which we come to know and conceptualise about the world. We learn these skills amongst other in communities of practice that are located in cultures with rich histories and stories.
As the diagram suggests, any act of literacy (or literacy event) demands that individuals coordinate linguistic, cognitive, socio-cultural and developmental elements if communication and comprehension are to be successful. Therefore, we present glossaries in the following categories: on literacy, on language, on perception, on (cultural) practices, and on knowledge.
Welcome. We truly adhere to the opening quote, “concepts lead us to make investigations; are the expression of our interest, and direct our interest.” Or as Vygotksy stated, "learning to direct one's own mental processes with the aid of words or signs is an integral part of the process of [new] concept formation." Hopefully, the glossaries present terms that can capture key ideas which lay out a framework of interpreting literacy learning and literacy practice. Please explore and enjoy.
This link takes you to the full alphabetical listing of the terms and concepts related to language, literacy and learning. The full glossary provides a comprehensive resource of terms related to such concepts as aspect seeing, cultural practices, knowledge development, language & literacy as well as those not easily categorised in the above areas. The glossary concepts relate to education by exploring the cognitive, socio-cultural & developmental facets of our learning in context with others. Continue on to the glossary …
As alluded to above, literacy reveals the complexity of cognition (e.g. pattern recognition & sensory integration), of cultural institutions (e.g. governance & law) and of ontogeny (e.g. personal narratives & cultural archetypes). The concepts in this glossary touch upon key ideas that one must bear in mind as one guides learners on the progressive journey of literacy. This involves the development of skills, which lead to meaningful practices, which lead to the further capacity to learn, persuade, entertain, teach, etc. Continue to the glossary …
In the singular, language is a general concept. In the plural, languages are the product of rich, cultural histories. When examining language, we gain insights into three dimensions: language as structure and form; language as diverse practices; and language as a vehicle to express specific knowledges and concepts. In each of these perspectives, both communities and individuals must use their imaginative and cognitive capacities to use, deploy and think through language in the great hurly burly of life. Continue to the glossary ...
Seeing something as something else is a fundamental feature of literacy. Seeing - or perceiving - language in the written word does not occur by chance. Instead, our learning comes to shapes how we see. Through literacy, our minds are able to learn to see how a certain phenomenon - in this case, squiggly lines - can miraculously be imbued with meaning. Once these lines are seen as meaningful, the reader seems to be able to detach him or herself from the printed text and become immersed in worlds projected from the script. Continue to the glossary ...
The concepts of practice, of cultural practices, of communities of practice, of activity systems, of rules, and of rule following play particularly important roles in education. A practice is an activity that one does regularly in the course of a form of life where certain standards of excellence exist and which involves a community of practitioners. Practices - such as artistic practices or religious practices - don’t just happen. They arise out of particular cultural, historical and material conditions. Continue to the glossary ...
When we refer to knowledge, we are referring to both the content of knowledge and the systems in which knowledge is arranged. One key concern is knowledge of the world. Knowledge, though, is highly dependent upon communities of practice and their beliefs and practices. We become conscious that certain forms of knowledge arise out of particular historical and cultural conditions. If we were to imagine another time and place, we could imagine altogether different and distinct systems of knowledge. Continue to the glossary ...