| Record ID | harvard_bibliographic_metadata/ab.bib.09.20150123.full.mrc:403672705:1114 |
| Source | harvard_bibliographic_metadata |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.09.20150123.full.mrc:403672705:1114?format=raw |
LEADER: 01114pam a22003134a 4500
001 009400749-7
005 20041209102845.0
008 040525s2004 maua b 001 0 eng
010 $a 2004052606
020 $a0674015185 (alk. paper)
020 $a0674015398 (alk. paper)
035 0 $aocm55671668
040 $aDLC$cDLC$dYDX$dUKM
042 $apcc
043 $an-us---
050 00 $aLC151$b.P86 2004
082 00 $a302.2/244$222
100 1 $aPurcell-Gates, Victoria.
245 10 $aPrint literacy development :$buniting cognitive and social practice theories /$cVictoria Purcell-Gates, Erik Jacobson, Sophie Degener.
260 $aCambridge, Mass. :$bHarvard University Press,$c2004.
300 $aviii, 206 p. :$bill. ;$c25 cm.
504 $aIncludes bibliographical references (p. [187]-202) and index.
650 0 $aLiteracy$xSocial aspects$zUnited States$vCase studies.
650 0 $aCognitive learning$zUnited States$vCase studies.
650 0 $aAdult education students$zUnited States$vCase studies.
700 1 $aJacobson, Erik.
700 1 $aDegener, Sophie.
988 $a20040629
906 $0DLC