Literacy researchers have rarely studied families of urban Appalachian background, yet, as Purcell-Gates demonstrates, their often severe literacy problems provide a unique perspective on literacy and the relationship between print and culture. A compelling case study details the author’s work with one such family.

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

To meet the complexities of today's world, we need more than intelligence - we need emotional literacy. Emotional literacy means having the skills to understand and manage emotions, to communicate effectively, and to become an autonomous person. Unfortunately, many of us are not emotionally literate enough to help others, let alone ourselves. This book combines strategies and skills with theory and research to identify some of the key skills, maps, and tools needed to learn emotional literacy.

"A look into the life and poetry of E.E. Cummings."--From source other than the Library of Congress

This exploration of juvenile corrections librarianship provides a complete description of these specialized services, addresses unique challenges in this library environment, and promotes intellectual and social growth for at-risk youth. The facts regarding juvenile corrections are grim. In California alone, 13,000 youth are housed as wards of the state. Rearrest rates for young people in detention and correction facilities range from 77 to 90 percent. The good news is youth corrections librarianship has the potential to improve the situation. This book fills a gap in the literature on corrections librarianship, which is focused almost solely on adult prisons. Programs for juvenile offenders require significantly more emphasis on education and rehabilitation than adults. There is also greater urgency in delivering needed services to youth offenders. Literacy: A Way Out for At-Risk Youth provides librarians in juvenile detention facilities with tools to face their unique challenges, such as collaborating with corrections staff and encouraging youth to maintain their connection to the library after release. The author's recommendations for reader's advisory, collection development, and other services are geared toward helping teens cope with their problems and develop better decision making skills.

This volume fulfills the author's career-long reflections on radical otherness in literature. J. Hillis Miller investigates otherness through ten nineteenth- and twentieth-century authors: Friedrich Schlegel, Charles Dickens, George Eliot, Anthony Trollope, Joseph Conrad, W. B. Yeats, E. M. Forster, Marcel Proust, Paul de Man, and Jacques Derrida. From the exquisite close readings for which he is celebrated, Miller reaps a capacious understanding of otherness--one reachable not through theory but through literature itself. Otherness has wide valence in contemporary literary and cultural studies and is often understood as a misconception by hegemonic groups of subaltern ones. In a pleasing counter to this, Others conceives of otherness as something that inhabits sameness. Instances of the ''wholly other'' within the familiar include your sense of self or your beloved, your sense of your culture as such, or your experience of literary, theoretical, and philosophical works that belong to your own culture--works that are themselves haunted by otherness. Though Others begins and ends with chapters on theorists, the testimony they offer about otherness is not taken as more compelling than that of such literary works as Dicken's Our Mutual Friend, Conrad's ''The Secret Sharer,'' Yeats's ''Cold Heaven,'' or Proust's Remembrance of Things Past. Otherness, as this book finds it in the writers read, is not an abstract concept. It is an elusive feature of specific verbal constructs, different in each case. It can be glimpsed only through close readings that respect this diversity, as the plural in the title--Others--indicates. We perceive otherness in the way that the unseen--and the characters' emotional responses to it--ripples the conservative ideological surface of Howard's End. We sense it as chaos in Schlegel's radical concept of irony. And we gaze at it in the multiple personifications of Heart of Darkness. Each testifies in its own way to the richness and tangible weight of an otherness close at hand.

Herman draws on Kant to address both timeless issues in ethical theory and those arising from current moral questions, such as affirmative action and the costs of reparative justice. Challenging orthodoxies, he offers a view of moral competency as a complex achievement, governed by rational norms and dependent on supportive social conditions.