John Willinsky Libri

The book explores the paradox of information overload in the digital age, where the vast amount of data complicates understanding rather than clarifying it. John Willinsky highlights the challenges faced by both the public and scientists, using breast cancer research as a case study of how conflicting information can hinder progress. Through a thought experiment involving a fictional corporation that centralizes and processes social science data, he envisions a model that could enhance public knowledge and fulfill the potential of human sciences and technology.

This collection of essays tackles what comes of learning to read and write after literacy has been achieved. These essays take up notable gaps in all that has been said and written about literacy in the schools, moving beyond the idea that learning to read and write is an end in itself. They are about the power that reading and writing has over the world. These essays deal with what the young are to make of the world while reading in a postmodern era and how they respond to the way new technologies can narrow the gap between school and work worlds. Others confront the authorities, whether of dictionaries that would dictate meaning or of cultures that would shape identities. They also pursue the personal side of Willinsky’s own life in the language, tracking what has followed for him from this getting of literacy. The book is concerned, as a whole, with how we can become better students of literacy’s impact on our lives. It teaches us to attend to the promises and challenges, as well as the pleasures, that come after having taken a basic hold of language’s literate possibilities.

The commonwealth of learning -- Monastery and school -- The medieval monastic paradox -- Learning in the early middle ages -- The patronage of medieval learning -- The learned turn of the high middle ages -- University and academy -- The translation movements of Islamic learning -- The medieval universities of Oxford and Paris -- Humanist revival -- Learned academies and societies -- Early modern Oxford and Cambridge -- Locke and property -- A theory of property -- An act for the encouragement of learning

Focusing on New Literacy programs across the USA, UK, and Canada, this book explores innovative educational approaches from first grade to college. It highlights how these programs promote deeper engagement and self-expression among students, while fostering a more collaborative and less authoritative learning environment. The examination reveals significant insights into the evolution of literacy education and its impact on student voice and participation.