新读写能力、多重读写能力、无限读写能力：现在如何，接下来怎样，何去何从？对蓝色漱口水、狭隘主义及美国手语读写能力的回应
New literacies, multiple literacies, unlimited literacies: what now, what next, where to? A response to blue listerine, parochialism and ASL literacy.
作者信息
Paul Peter V
机构信息
School of Teaching & Learning, College of Education, The Ohio State University, 333 Arps Hall, 1945 North High Street, Columbus, 43210, USA.
出版信息
J Deaf Stud Deaf Educ. 2006 Summer;11(3):382-7. doi: 10.1093/deafed/enj039. Epub 2006 Apr 13.
This article is a response to Blue Listerine, Parochialism, and ASL Literacy (Czubek, 2006). The author presents his views on the concepts of literacy and the new and multiple literacies. In addition, the merits of print literacy and other types of literacies are discussed. Although the author agrees that there is an American Sign Language (ASL) literacy, he maintains that there should be a distinction between conversational "literacy" forms (speech and sign) and secondary literacy forms (reading and writing). It might be that cognitive skills associated with print literacy and, possibly, other captured literacy forms, are necessary for a technological, scientific-driven society such as that which exists in the United States.
本文是对《蓝色李施德林、地方主义与美国手语读写能力》（祖贝克，2006年）的回应。作者阐述了他对读写能力概念以及新的多种读写能力的看法。此外，还讨论了印刷品读写能力和其他类型读写能力的优点。尽管作者认同存在美国手语（ASL）读写能力，但他坚持认为，对话式“读写能力”形式（口语和手语）与次要读写能力形式（阅读和写作）之间应有所区分。对于像美国这样以技术和科学驱动的社会而言，与印刷品读写能力以及可能的其他习得读写能力形式相关的认知技能或许是必要的。
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