加拿大多伦多论文代写:第三模型

Keywords:加拿大多伦多论文代写

第三模型的关键素质之一，正如华勒斯（2001）解释了“强大的程度，它提供了一个有利的位置，调查其他的文化，如思想素质模型，理解为通过语言的使用，发展我们在大文化的社会作用剂。然而，我们需要通过文本、语言、权力、社会团体和社会实践之间的关系的分析和批判，为阅读和文本实践提供一个积极的、具有挑战性的方法。它告诉我们如何看待书面，视觉，口语，多媒体和性能文本的质疑和挑战的态度，价值观和信仰躺在表面之下。它已经表明，与我们的现代生活方式的快速变化的全球化世界的关键素养链接。改变社会结构，增加社会和文化的多样性和通过多媒体的思想和产品的营销意味着我们需要考虑识字的终身学习的新方法。今天收到的信息不是二十年前发明的。世界因为瞬时通信变得越来越容易；印刷文学的主体几乎成倍扩大，要么是用英语写的不仅仅是作者从美国或英国联邦但主要作者这些地区以外的作品数量。其结果是，该技术不仅带来了“全球英语”（华勒斯，2004）到日常接触，数字通信的性质正在帮助一个“标准英语”的消亡。即时通讯，短信，和其他技术形式的沟通创造新的写作习惯，往往破坏传统的，标准的英语，以便更快，更有效的沟通。英语变得越来越复杂比以往任何时候都，我们的学生将需要灵活和高效的用户大量的话语，孤立的，以钻为导向的语法课根本不会教。我们需要能够从多媒体，复杂的视觉图像，音乐和声音，甚至虚拟世界，每天面对我们除了书面和口头的话，使意义。社会的变化如此迅速，以至于我们需要花时间去思考它们是否会对我们的生活方式产生积极或消极的影响。
加拿大多伦多论文代写:第三模型
The third model 'critical literacy' is one that as Wallace (2001) explains 'is powerful to the extent that it offers a vantage point from which to survey other literacies.' Like the ideological model, critical literacy is understood as social action through language use that develops us as agents inside a larger culture. However, it takes us beyond this in providing an active, challenging approach to reading and textual practice by the analysis and critique of the relationship among texts, language, power, social groups and social practice. It shows us ways of looking at written, visual, spoken, multimedia and performance texts to question and challenge the attitudes, values and beliefs that lie beneath the surface. It has been suggested that critical literacy links with our modern lifestyles of a rapidly changing globalised world. Changing societal structures, increasing social and cultural diversity and the marketing of ideas and products through multimedia mean that we need to think about literacy for lifelong learning in new ways. The way that information is received today hadn't been invented twenty years ago. The world is becoming increasingly accessible because of instantaneous communications; the corpus of print literature is expanding almost exponentially because of the number of works either being written in English not just by authors from United States or the British Commonwealth but by major authors outside these regions. The consequence is that the technology is not only bringing 'global English' (Wallace, 2004) into daily contact, the nature of digital communication is aiding in the demise of a 'standard English'.  Instant messaging, text messaging, and other technological forms of communication are creating new writing practices that often undermine traditional, standard English for the sake of faster, more effective communication. English is becoming more complex than ever, and our students will need to be flexible and efficient users of a vast array of discourses that isolated, drill-oriented grammar lessons simply will not teach. We need to be able to make meaning from the array of multimedia, complex visual imagery, music and sound, even virtual worlds that confront us each day in addition to written and spoken words. Changes in society are occurring so rapidly that we need to take time to think about whether they will have positive or negative effects upon our ways of living.