This site uses cookies to deliver our services, improve performance, for analytics, and (if not signed in) for advertising. By using LibraryThing you acknowledge that you have read and understand our Terms of Service and Privacy Policy. Your use of the site and services is subject to these policies and terms.
Hide this

Results from Google Books

Click on a thumbnail to go to Google Books.

Institutionalizing Literacy: The Historical…

Institutionalizing Literacy: The Historical Role of College Entrance…

by Mary Trachsel

MembersReviewsPopularityAverage ratingConversations
Recently added byMemphisCOMM

No tags.



Sign up for LibraryThing to find out whether you'll like this book.

No current Talk conversations about this book.

No reviews
no reviews | add a review
You must log in to edit Common Knowledge data.
For more help see the Common Knowledge help page.
Series (with order)
Canonical title
Original title
Alternative titles
Original publication date
Important places
Important events
Related movies
Awards and honors
First words
Last words
Disambiguation notice
Publisher's editors
Publisher series
Original language

References to this work on external resources.

Wikipedia in English


Book description
Haiku summary

Amazon.com Product Description (ISBN 080931732X, Hardcover)

Mary Trachsel discusses how college entrance examinations have served as an instrument for the academic institutionalization of literacy, arguing that entrance examinations chart a change of view from literacy as achievement to literacy as aptitude.

Trachsel begins her study by outlining current theory on literacy. She identifies two separate approaches to the task of defining literacy: a "formal" approach that explains literacy as an exclusively academic activity and a "functional" approach that lies in basic opposition to mainstream academic values and practices.

Trachsel then examines testing as an academic practice that enforces a primarily formal definition of literacy. In presenting a thorough documentation of historical developments in entrance examinations in English, she notes that while these examinations originated in academic departments of English, they have long since been taken over by bureaucratic agencies, the values and goals of which are at odds with the concept of literacy upheld by the professional community of English studies scholars and teachers.

In her final chapter, Trachsel presents a critique of present-day English studies. She illustrates her critique with a historical consideration of entrance examinations in English, providing samples of actual test questions that indicate the larger ideological struggles forming the history of English studies.

In voicing her concern with the ways in which the standard entrance examination movement traces the development of a professional identity for English studies specialists, Trachsel encourages all professionals in the field to devote their attention to articulating their own definition of literacy and devising a means for assessing literacy that is in accord with that definition.


(retrieved from Amazon Thu, 12 Mar 2015 18:16:36 -0400)

No library descriptions found.

Quick Links

Popular covers



Average: No ratings.

Is this you?

Become a LibraryThing Author.


About | Contact | Privacy/Terms | Help/FAQs | Blog | Store | APIs | TinyCat | Legacy Libraries | Early Reviewers | Common Knowledge | 127,167,491 books! | Top bar: Always visible