Literacy and Orality
David R. Olson, Nancy Torrance
Cambridge University Press, Jul 26, 1991 - Education - 288 pages
In this study of the social and psychological implications of literacy, sixteen distinguished scholars provide a sustained and detailed examination of the relations between orality and literacy, the traditions based on them, the functions served by them, and the psychological and linguistic processes recruited and enhanced by them. By shedding the romantic view that literacy is the road to rationality and modernity, the volume provides a more functional view of literacy. The articles place new emphasis on the relationship between speaking and writing and highlight the different ways in which people exploit the particular resources of speech and writing for special purposes, such as building communities, creating records, and specializing genres, such as prose fiction, enhancing private study and meditation, and enhancing the specialization and organization of knowledge.
What people are saying - Write a review
We haven't found any reviews in the usual places.
The oralliterate equation a formula for the modern mind
A plea for research on lay literacy
Rational thought in oral culture and literate decontextualization
Cree literacy in the syllabic script
Literacy an instrument of oppression
Lie it as it plays Chaucer becomes an author
The invention of self autobiography and its forms
Thinking through literacies
Literacy its characterization and implications
The separation of words and the physiology of reading
Linguists literacy and the intensionality of Marshall McLuhans Western man
A neurological point of view on social alexia
Literacy as metalinguistic activity
Literacy and objectivity the rise of modern science
Other editions - View all
ability activity adults Ages alphabetic appear aspects become called Cambridge century Chapter Chaucer claim cognitive communication complex concepts consequences consider context contrast Cree culture decontextualization discourse discussed distinction effect English example fact fixed function genres given Greek groups hand human illiterates important interpretation involved joke kind knowledge language later learning letters linguistic literacy literate marked meaning memory mind mode nature nonliterate object oral phonemic possible practice present printing readers reading reasons referring reflection remains representation script sense sentence separation skills social society space speak speakers speech story structure style subjects suggest syllabic talk task tell theory things thinking thought tion tradition turn understand University Press utterance Western words writing written York
Page 1 - What matters is what people do with literacy, not what literacy does to people. Literacy does not cause a new mode of thought, but having a written record may permit people to do something they could not do before - such as look back, study, re-interpret, and so on. Similarly, literacy does not cause social change, modernization, or industrialization. But being able to read and write may be vital to playing certain roles in an industrial society and completely irrelevant to other roles in a traditional...