Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iALCSN112926; Sun, 21 Nov 2004 07:28:24 -0500 (EST) Date: Sun, 21 Nov 2004 07:28:24 -0500 (EST) Message-Id: <7328F581.73B5D7D7.0004C68E@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: HthKar@aol.com To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:739] Re: theories of situated cognition more on reading & literacy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 1553 Lines: 15 Colleagues I got into this area because when I was looking for stuff on assessment I tended to find a lot of material about IALS, about which I assume you know. Item response models and all that. At this address, http://www.nald.ca/province/que/litcent/Publication_Products/working/page17.htm and this http://www.nald.ca/province/que/litcent/Publication_Products/working/page7.htm I found a long discussion. I still cannot see why anyone should imagine an item that clearly seems to have come from a book about how house plants (I have several of that genre myself) looked like an English school text book. This is why I went back and read Scribner and Cole. I agree with Jones that Street didn't understand it, but I am not sure that this is simply because Street does not care whether he makes sense or not, as I have discovered that Street is now into poetry. Presumably he was going for a rhetorical effect of some kind. Further, there is a certain irony in the fact that people who appear wholly opposed to cognitive psychology should refer to what was quite clearly an exercise in quantitative psychology as a basis for their arguments. I remember thinking that Street's (of whom I had never heard at the time) main complaint is that IALS did not include Street in his references. I often wondered what the actual eduational practices of these people were, and it was therefore interesting to meet one in real life. I was told I needed to learn to read and write. How's that for not working with deficit views of learners? Karen.
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