How Long to Read Multiple Literacies in the 21st Century

How Long Does it Take to Read Multiple Literacies in the 21st Century?

It takes the average reader 6 hours and 40 minutes to read Multiple Literacies in the 21st Century by College Reading Association

Assuming a reading speed of 250 words per minute. Learn more

Description

The title of the twenty-eighth yearbook mirrors the theme of the 2005 conference--"Learning in the 21st Century with Traditional and Electronic Literacies." The editors chose the title "Multiple Literacies in the 21st Century" in an attempt to reflect the contents of this yearbook which seem to approach literacy from a myriad of ways. The keynotes portray this multiplicity. In his presidential address, Jon Shapiro shares a personal account of literacy that reminds everyone of each learner's individual journey. The papers comprising this Yearbook that follow Shapiro's presidential address are: (1) Content-Area Literacy: The Spotlight Shifts to Teacher Educators (Donna E. Alvermann); (2) Living in the Promised Land ... Or Can Old and New Literacies Live Happily Ever After in the Classroom? (Linda D. Labbo); (3) Thinking About Our Future as Researchers: New Literacies, New Challenges, and New Opportunities (Jill Castek, Julie Coiro, Douglas K. Hartman, Laurie A. Henry, Donald J. Leu, and Lisa Zawilinski); (4) Writing about African Americans, Their Communities and their Quilts (Bettye Stroud); (5) Insights about Third-Grade Children's Motivation to Read (Barbara Ann Marinak); (6) Marginalization of Adult Literacy Education in Workforce Preparedness Collaboration: Representation and Negotiation in an Interagency Partnership Under the Workforce Investment Act of 1998 (Wendy Warnken); (7) Does the Accumulation of Points Really Equate to Higher Motivation to Read? (S. Michael Putnam); (8) Teachers Rate Trade Books for Bullying and the Bystander (Rosemary Murray, Mary Shea, and Rebecca Harlin); (9) Teachers' Use of Text to Deal with Crisis Events (Mary Taylor Rycik); (10) An Investigation of the Knowledge Base and Use of Content Instructional Strategies in Primary Grades by Elementary Preservice Teachers (I. LaVerne Raine, Susan Szabo, Wayne M. Linek, Alison Jones, and Mary Beth Sampson); (11) Text to Test Comparison in Texas: An Analysis of Informational Texts in Basal Readers for Elementary Students (Kathy E. Stephens); (12) Three Views of Content-Area Literacy: Making Inroads, Making it Inclusive, and Making Up for Lost Time (Donna H. Topping, Judith K. Wenrich, and Sandra J. Hoffman); (13) Phonological Awareness and Working Memory in Children with Phonological Impairment (Monica Gordon Pershey and Patricia A. Clickner); (14) The Impact of University Reading Clinics: Parental Perceptions (Stephan E. Sargent, Nancy Hill, and Susan Morrison); (15) University-Based Reading Clinics: Where Are We Now? (Sherrye Dee Garrett, Daniel L. Pearce, Laura Ann P. Salazar, and Roberta Simmacher Pate); (16) Using the "Critical Reading Inventory" to Guide Differentiated Instruction (Mary DeKonty Applegate); (17) Stepping Forward Together: Voicing the Concerns of Teacher Educators through Practical Applications and Collaborative Actions (Francine Falk-Ross, Mary Beth Sampson, Barbara J. Fox, Allen Berger, Jill Lewis, Jack Cassidy, Wayne M. Linek, D. Ray Reutzel, Donna Alvermann, and Deborah Dillon); (18) Writing Through the Arts: Promoting Teacher Efficacy (Diana J. Quatroche, Kathryn Bauserman, Lisa Cutter, Bradford B. Venable, and Sean McKitrick); (19) Getting Your Book Published: Lessons from a Black, Female Writer (Joanne K. Dowdy); (20) More Than Just Words: A Model for Designing Effective Health Messages for Those At-Risk for HIV (Faith H. Wallace, Mary P. Deming, Susan Hunter, Lisa Belcher, and Jayoung Choi); (21) Using a Culturally-Based Responsive Approach to Multicultural Literature: Preparing Pre-Service Teachers to Work with All Students (Virginia B. Modla and Donna Glenn Wake); (22) Electronic Literacy Portfolios: Platforms, Process and Promise a Study of Technology Integration in Literacy Teacher Education (Adrienne Andi Sosin and Miriam Pepper-Sanello); (23) Engaging the Mind Through the Fingers: An Analysis of Online Interaction and Stance (Susan Wegmann); (24) Teaching Online Courses: Lessons Learned (Hellen Inyega and Joanne L. Ratliff); and (25) Using Text-to-Speech Software with Struggling Readers (Ernest Balajthy). (Individual papers contain tables, figures, references, and appendices.) [For "Building Bridges to Literacy. The Twenty-Seventh Yearbook," see ED512606.].

How long is Multiple Literacies in the 21st Century?

Multiple Literacies in the 21st Century by College Reading Association is 388 pages long, and a total of 100,104 words.

This makes it 131% the length of the average book. It also has 122% more words than the average book.

How Long Does it Take to Read Multiple Literacies in the 21st Century Aloud?

The average oral reading speed is 183 words per minute. This means it takes 9 hours and 7 minutes to read Multiple Literacies in the 21st Century aloud.

What Reading Level is Multiple Literacies in the 21st Century?

Multiple Literacies in the 21st Century is suitable for students ages 12 and up.

Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.

When deciding what to show young students always use your best judgement and consult a professional.

Where Can I Buy Multiple Literacies in the 21st Century?

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