|
|
|
|
| LEADER |
00000nam a22000002u 4500 |
| 001 |
in00004132635 |
| 003 |
ERIC |
| 005 |
20220616050446.0 |
| 007 |
he u||024|||| |
| 008 |
980101s1998 xx ||| b ||| ||eng d |
| 035 |
|
|
|a ED430214 Microfiche
|
| 040 |
|
|
|a ericd
|c ericd
|d MvI
|d UtOrBLW
|
| 049 |
0 |
0 |
|a EEM#
|
| 099 |
|
|
|a ED430214 Microfiche
|
| 100 |
1 |
|
|a Naff, Bea.
|
| 245 |
1 |
0 |
|a Literacy Clubs for At-Risk Girls. A Series of Solutions and Strategies, Number 12 /
|c Bea Naff and Shelley Fones.
|
| 260 |
|
|
|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1998.
|
| 300 |
|
|
|a 9 pages
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a microform
|b h
|2 rdamedia
|
| 338 |
|
|
|a microfiche
|b he
|2 rdacarrier
|
| 500 |
|
|
|a Availability: Web site: http://www.dropoutprevention.org.
|5 ericd
|
| 520 |
|
|
|a Presenting the idea that girls need the ability to approach passages of text with a critical, resistant eye that sees what values, social codes, or political agendas the passages communicate, a literacy club for at-risk girls within the school setting can enable girls to read and write their ways into richer selves by exploring and generating texts that provide models of healthy adult women who are strong and resilient. Striving for "translation/critical literacy" instead of mere comprehension skills is important for at-risk adolescent girls because critical literacy can help them make choices that lead to fulfilling lives. The choice of a "girls only" club reflects the emphasis of the proposed curriculum, curriculum that celebrates the development of healthy and successful women. Encouraging "translation/critical literacy" is accomplished by gearing the subject matters toward the interests of the individuals. Personal development occurs when the active engagement of alternative narratives (reading biographies of caring women who have become scientist for example) can manifest in the adolescent reader. Beginning and organizing a literacy club consists of five steps: (1) sharing personal stories; (2) selecting books and texts; (3) setting literacy goals; (4) establishing the nature of the literacy club; and (5) evaluating the literacy clubs. (Contains 28 references and a brief description of how one girl's club learned about one female scientist's contributions.) (SC)
|
| 533 |
|
|
|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
|
| 500 |
|
|
|a Microform.
|
| 650 |
1 |
7 |
|a Adolescent Development.
|2 ericd
|
| 650 |
0 |
7 |
|a Adolescent Literature.
|2 ericd
|
| 650 |
1 |
7 |
|a Clubs.
|2 ericd
|
| 650 |
1 |
7 |
|a Critical Reading.
|2 ericd
|
| 650 |
0 |
7 |
|a Critical Thinking.
|2 ericd
|
| 650 |
1 |
7 |
|a Females.
|2 ericd
|
| 650 |
1 |
7 |
|a High Risk Students.
|2 ericd
|
| 650 |
0 |
7 |
|a Role Models.
|2 ericd
|
| 650 |
0 |
7 |
|a Secondary Education.
|2 ericd
|
| 650 |
0 |
7 |
|a Sex Bias.
|2 ericd
|
| 650 |
1 |
7 |
|a Sex Role.
|2 ericd
|
| 655 |
|
7 |
|a Collected Works, Serials.
|2 ericd
|
| 655 |
|
7 |
|a Guides, Non-Classroom.
|2 ericd
|
| 700 |
1 |
|
|a Fones, Shelley,
|e author.
|
| 710 |
2 |
|
|a National Dropout Prevention Center.
|0 http://id.loc.gov/authorities/names/no92007397
|
| 907 |
|
|
|y .b64799785
|b 211123
|c 081227
|
| 998 |
|
|
|a mc
|b 081227
|c m
|d a
|e -
|f eng
|g xx
|h 0
|i 1
|
| 982 |
|
|
|a no_backstage
|
| 999 |
f |
f |
|i 36e7cf7b-9c82-5bfa-95fe-e75cf52c97bb
|s dcb2b23a-9cf2-51eb-bd41-cf41291d7827
|t 0
|
| 952 |
f |
f |
|p Non-Circulating
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
|e ED430214 Microfiche
|h Other scheme
|i Microform (Microfilm/Microfiche)
|n 1
|
