Overview

This book argues that the psycholinguistic nature of literacy is universal and seeks to recouperate late nineteenth and early twentieth century techniques for addressing it. After defining the key terms of this study, the book goes onto survey various types of literacy education in the United States. First, it examples various religious organization and their methods for supporting literacy, focusing on the main religious groups in the United States in the Modern period: Christianity, Judaism and Islam. The book then discusses contributions made by NGOs, demonstrating the importance and limitations of reading groups, literary societies, settlement houses, unions, and corporations. Finally, the book examines government managed educational programs in K-12 schools as well as colleges and universities.Ultimately, this book argues, the psycholinguistic character of reading remains consistent over time, place and delivery syste. While sponsors play a key role, self-motivation is a driving force in literacy development. Although literacy education is in an on-going state of transition, the need for critical literacy continues to be an urgent, widespread and essential goal.

Full Product Details

9781433139482

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Reviews

Reading Alice S. Horning's exhaustive new book is rather like opening one of those gift boxes which contains innumerable smaller boxes, one after another, each box a new discovery. The opening chapter defines readers and reading in new and interesting ways, seeming to wrap up the topic. But a series of chapters follows, each seeing reading and literacy through new sets of lenses, each offering new insights. I know of nobody who has written or thought this deeply about what she calls the 'definition, measurement, and methodology' of literacy. You will never read or teach in quite the same way after digesting this book. --Edward M. White, University of Arizona By looking closely at the Modern Period (1880-1930), Literacy Then and Now helps us better understand what Alice S. Horning calls our 'contemporary literacy transition' wherein more than half of Americans are not reading as well as they could-or as well as they must-in order to productively participate in a democracy. Embracing the complexity of the very concept of literacy, Horning explores how literacy was taken up during the Modern Period by religious organizations; colleges and universities; governmental and non-governmental groups; and in K-12 schools. These richly detailed accounts not only yield intriguing insights about the conditions necessary for critical literacy to thrive, but also suggest a unique approach to exploring literacy in our contemporary moment. While others are adamant about the singularity of our digital age, Horning reminds us that history-and the Modern Period, in particular-has a great deal to teach us about what it means to create and sustain an intellectually vibrant culture that prioritizes literacy. --Ellen C. Carillo, University of Connecticut For more than a decade Alice S. Horning's voice has been preeminent in U.S. higher education regarding the importance of reading in college curricula. With the publication of Literacy Then and Now, Horning increases her presence into the realm of literacy writ large, reminding us that defining and measuring literacy is complex. Educators at all levels, policy makers, parents, and students of literacy will find Horning's readable book a treasure trove of historical data, useful sources, and essential information. Those who yearn for an informed response to counter the endless cries of 'literacy crisis' now have an authoritative place to turn. Arguing that, instead, we are experiencing a literacy 'transition,' Horning shares insights as intriguing as her continued influence is assured. --Martha Townsend, Professor Emerita, University of Missouri

Reading Alice S. Horning's exhaustive new book is rather like opening one of those gift boxes which contains innumerable smaller boxes, one after another, each box a new discovery. The opening chapter defines readers and reading in new and interesting ways, seeming to wrap up the topic. But a series of chapters follows, each seeing reading and literacy through new sets of lenses, each offering new insights. I know of nobody who has written or thought this deeply about what she calls the 'definition, measurement, and methodology' of literacy. You will never read or teach in quite the same way after digesting this book. -Edward M. White, University of Arizona By looking closely at the Modern Period (1880-1930), Literacy Then and Now helps us better understand what Alice S. Horning calls our `contemporary literacy transition' wherein more than half of Americans are not reading as well as they could-or as well as they must-in order to productively participate in a democracy. Embracing the complexity of the very concept of literacy, Horning explores how literacy was taken up during the Modern Period by religious organizations; colleges and universities; governmental and non-governmental groups; and in K-12 schools. These richly detailed accounts not only yield intriguing insights about the conditions necessary for critical literacy to thrive, but also suggest a unique approach to exploring literacy in our contemporary moment. While others are adamant about the singularity of our digital age, Horning reminds us that history-and the Modern Period, in particular-has a great deal to teach us about what it means to create and sustain an intellectually vibrant culture that prioritizes literacy. -Ellen C. Carillo, University of Connecticut For more than a decade Alice S. Horning's voice has been preeminent in U.S. higher education regarding the importance of reading in college curricula. With the publication of Literacy Then and Now, Horning increases her presence into the realm of literacy writ large, reminding us that defining and measuring literacy is complex. Educators at all levels, policy makers, parents, and students of literacy will find Horning's readable book a treasure trove of historical data, useful sources, and essential information. Those who yearn for an informed response to counter the endless cries of `literacy crisis' now have an authoritative place to turn. Arguing that, instead, we are experiencing a literacy `transition,' Horning shares insights as intriguing as her continued influence is assured. -Martha Townsend, Professor Emerita, University of Missouri

Reading Alice S. Horning's exhaustive new book is rather like opening one of those gift boxes which contains innumerable smaller boxes, one after another, each box a new discovery. The opening chapter defines readers and reading in new and interesting ways, seeming to wrap up the topic. But a series of chapters follows, each seeing reading and literacy through new sets of lenses, each offering new insights. I know of nobody who has written or thought this deeply about what she calls the 'definition, measurement, and methodology' of literacy. You will never read or teach in quite the same way after digesting this book. -Edward M. White, University of Arizona For more than a decade Alice S. Horning's voice has been preeminent in U.S. higher education regarding the importance of reading in college curricula. With the publication of Literacy Then and Now, Horning increases her presence into the realm of literacy writ large, reminding us that defining and measuring literacy is complex. Educators at all levels, policy makers, parents, and students of literacy will find Horning's readable book a treasure trove of historical data, useful sources, and essential information. Those who yearn for an informed response to counter the endless cries of `literacy crisis' now have an authoritative place to turn. Arguing that, instead, we are experiencing a literacy `transition,' Horning shares insights as intriguing as her continued influence is assured. -Martha Townsend, Professor Emerita, University of Missouri By looking closely at the Modern Period (1880-1930), Literacy Then and Now helps us better understand what Alice S. Horning calls our `contemporary literacy transition' wherein more than half of Americans are not reading as well as they could-or as well as they must-in order to productively participate in a democracy. Embracing the complexity of the very concept of literacy, Horning explores how literacy was taken up during the Modern Period by religious organizations; colleges and universities; governmental and non-governmental groups; and in K-12 schools. These richly detailed accounts not only yield intriguing insights about the conditions necessary for critical literacy to thrive, but also suggest a unique approach to exploring literacy in our contemporary moment. While others are adamant about the singularity of our digital age, Horning reminds us that history-and the Modern Period, in particular-has a great deal to teach us about what it means to create and sustain an intellectually vibrant culture that prioritizes literacy. -Ellen C. Carillo, University of Connecticut

Author Information

Alice S. Horning is Professor Emerita of Writing and Rhetoric/Linguistics at Oakland University. Her Ph.D. is from Michigan State University where she started her career focusing on the intersection of reading and writing. Her work has appeared in the major professional journals and in books.

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