Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
725
result(s) for
"Street, Brian"
Sort by:
Multilinear Singular Integral Forms of Christ-Journé Type
We introduce a class of multilinear singular integral forms
eBook
The \Academic Literacies\ Model: Theory and Applications
Although the term academic literacies was originally developed with regard to the study of literacies in higher education and the university, the concept also applies to K-12 education. An academic literacies perspective treats reading and writing as social practices that vary with context, culture, and genre (Barton & Hamilton, 1998; Street, 1984, 1995). The literacy practices of academic disciplines can be viewed as varied social practices associated with different communities. In addition, an academic literacies perspective also takes account of literacies not directly associated with subjects and disciplines, but with broader institutional discourses and genres. From the student point of view, a dominant feature of academic literacy practices is the requirement to switch their writing styles and genres between one setting and another, to deploy a repertoire of literacy practices appropriate to each setting, and to handle the social meanings and identities that each evokes.
Journal Article
Ideology and Interaction: Debating Determinisms in Literacy Studies
In this exchange, Street and Collin debate the merits of the interaction model of literacy that Collin outlined in a recent issue of Reading Research Quarterly. Built as a complement and a counter to Street's ideological model of literacy, Collin's interaction model defines literacies as technologies that coevolve with sociocultural processes. This model of literacy draws on and adapts some of Goody's arguments about literacy's technological dimensions. Building on his critique of Goody's work, Street argues that the interaction model repackages the technicist model of literacy that he and other socioculturalists refuted years ago. To make his case, Street explains why massive open online courses and other Web 2.0 initiatives cannot change student literacy through technology alone. In his response, Collin acknowledges the continued importance of sociocultural processes but warns against viewing the latter as the drivers of technological processes or any other processes. Collin works out his argument by revisiting Street's examples and calling for analyses that investigate digital literacies as complex technologies that interact with a range of sociocultural and material processes. Although the interaction and ideological models differ in important ways, they are not incompatible. In the final section of the article, Street and Collin synthesize their approaches to create a model of literacy that (a) accounts for the multiple processes that constitute literacy, (b) denies inherent priority to any one process, and (c) foregrounds sociocultural processes not as an ontological claim but as a political maneuver to forestall technicist views of literacy that are still common in the field.
Journal Article
Multi-parameter Singular Integrals. (AM-189)
This book develops a new theory of multi-parameter singular integrals associated with Carnot-Carathéodory balls. Brian Street first details the classical theory of Calderón-Zygmund singular integrals and applications to linear partial differential equations. He then outlines the theory of multi-parameter Carnot-Carathéodory geometry, where the main tool is a quantitative version of the classical theorem of Frobenius. Street then gives several examples of multi-parameter singular integrals arising naturally in various problems. The final chapter of the book develops a general theory of singular integrals that generalizes and unifies these examples. This is one of the first general theories of multi-parameter singular integrals that goes beyond the product theory of singular integrals and their analogs.Multi-parameter Singular Integralswill interest graduate students and researchers working in singular integrals and related fields.
eBook
Student writing in higher education: An academic literacies approach
This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university. A contrasting and therefore complementary perspective is used to present debates about 'good˚s and 'poor˚s student writing. The article outlines an 'academic literacies˚s framework which can take account of the conflicting and contested nature of writing practices, and may therefore be more valuable for understanding student writing in today's higher education than traditional models and approaches.
Journal Article
Literacy and Numeracy in Latin America
Latin American Literacy and Numeracy Studies (LALNS) are fairly unknown in other parts of the world. This book charts new directions in LALNS and explores the relationship between these studies and international perspectives. Calling upon social practice approaches, New Literacy Studies, sociolinguistics, discourse analysis and other paradigms, the contributors identify both convergent and divergent literacy and numeracy issues within the region as well as beyond the Latin American context.
Literacy and Numeracy in Latin America moves the field forward by bringing LALNS into wider focus and helping readers to understand the synergy with work from other perspectives and from other parts of the world and the implications for theory and practice. A lack of translated work until now between Latin America and, in particular, the UK, US, and Europe, has meant that such important overlaps between areas of study have gone unappreciated. In this way this volume is the first of its kind, a significant and original contribution to the field.
eBook
Literacy in Theory and Practice: Challenges and Debates Over 50 Years
In this article, as I draw upon articles in Theory Into Practice (TIP) over the past 50 years, I highlight the tension between different theoretical perspectives on the learning of literacy and actual practice in classrooms, and associated with this, the shift in definitions of literacy over time. I conclude by pointing to the future of literacy, particularly with respect to how these themes might be dealt with as new literacies, including those associated with the web and internet, become a greater part of children's repertoire.
Journal Article
Multi-parameter Singular Integrals, Volume I
This book develops a new theory of multi-parameter singular integrals associated with Carnot-Carathéodory balls. Brian Street first details the classical theory of Calderón-Zygmund singular integrals and applications to linear partial differential equations. He then outlines the theory of multi-parameter Carnot-Carathéodory geometry, where the main tool is a quantitative version of the classical theorem of Frobenius. Street then gives several examples of multi-parameter singular integrals arising naturally in various problems. The final chapter of the book develops a general theory of singular integrals that generalizes and unifies these examples. This is one of the first general theories of multi-parameter singular integrals that goes beyond the product theory of singular integrals and their analogs. Multi-parameter Singular Integrals will interest graduate students and researchers working in singular integrals and related fields.
eBook
Literacy and Identity: Examining the Metaphors in History and Contemporary Research
In this review, the authors interrogate the recent identity turn in literacy studies by asking the following: How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity? To address this question, the authors review various ways of conceptualizing identity by using five metaphors for identity documented in the identity literature: identity as (1) difference, (2) sense of self/subjectivity, (3) mind or consciousness, (4) narrative, and (5) position. Few literacy studies have acknowledged this range of perspectives on and views for conceptualizing identity and yet, subtle differences in identity theories have widely different implications for how one thinks about both how literacy matters to identity and how identity matters to literacy. The authors offer this review to encourage more theorizing of both literacy and identity as social practices and, most important, of how the two breathe life into each other.
Journal Article