This book explores the lives of five Mexican immigrant-origin youths in the United States, documenting their language and literacy journeys over an eight-year period from adolescence to young adulthood. In these qualitative case studies, the author uses a "longitudinal interactional histories approach" (LIHA) to explore literacy events in which the young people participated over time, telling the stories behind texts they created in order to better understand opportunities for bilingual and biliterate development available inside and outside of formal schooling. The book begins with an overview and exploration of theories and research underpinning the project, with a focus on countering minoritizing discourses faced by many multilingual immigrant youth and prioritizing the "goodness" of their experiences. The study's methodology, including LIHA, is presented, before individual case studies of all five youth are explored. The book closes with a synthesis of these cases and exploration of pedagogical, policy, and research implications. It will be of particular interest to students and scholars of education, applied linguistics and sociolinguistics, as well as teachers and policy-makers working with bilingual and biliterate immigrant youth.

How do American girls compose and amend their identities? In this text, prominent scholars in their respective fields examine the complex social and cultural constructions that shape girls lives both in and out of school. The book looks at matters ranging from embedded issues of class, race, ethnicity, immigrant status, and sexuality to popular culture and personal histories.

Exploring the scholarly literature on gender and education, the successes and failures of feminist pedagogy, and girls practices with both traditional and non-traditional texts, as well as the primary sources of a material culture, the authors expose the myriad forces that script girls gender, identity, and literacy. The distinctive contribution of this book is to open up new discussions of girls in American classrooms today and to critically examine their experiences as they navigate preconceived notions of who they are while forming their personal and public identities, thereby helping teachers to better understand and create classroom experiences that make girls visible to themselves and to others.

Literacy is a key indicator for comparing individuals and nations in contemporary society. It is central to public debates about the nature of the public sphere, economic markets, citizenship and self-governance.

Literacy and the Politics of Representation aims to uncover the constructed nature of public understandings of literacy by examining detailed examples of how literacy is represented in a range of public contexts. It looks at the ways in which knowledge about literacy is created and distributed, the location and relative power of the knowledge-makers, and examines the different semiotic resources used in such representations: images and metaphors, numerical and statistical models, and textual narratives and how they are related to one another.

The book focuses on the UK from 1970 to the present, but includes a range of international comparisons and examples. In addition, exemplar chapters offer a model of analysis that can be used to deconstruct the representations of social policy issues.

This book is vital reading for postgraduate students in the areas of education studies, literacy, discourse analysis and multimodality.

Local Literacies is a unique detailed study of the role of reading and writing in people's everyday lives. By concentrating on a selection of people in a particular community in Lancaster, England, the authors analyse how they use literacy in their day-to-day lives. It follows four people in detail examining how they use local media, their participation in public life, the role of literacy in family activities and in leisure pursuits. Links are made between everyday learning and education. The study is based on an ethnographic approach to studying everyday activities and is framed in the theory of literacy as a social practice. This Routledge Linguistics Classic includes a new foreword by Deborah Brandt and a new framing chapter, in which David Barton and Mary Hamilton look at the connections between local and global activities, interfaces with institutional literacies, and the growing significance of digital literacies in everyday life. A seminal text, Local Literacies provides an explicit usable methodology for both teachers and researchers, and clear theorising around a set of six propositions. Clearly written and engaging, this is a deeply absorbing study and is essential reading for all those involved in literacy and literacy education.

Local Literacies is a unique detailed study of the role of reading and writing in people's everyday lives. By concentrating on a selection of people in a particular community in Lancaster, England, the authors analyse how they use literacy in their day-to-day lives. It follows four people in detail examining how they use local media, their participation in public life, the role of literacy in family activities and in leisure pursuits. Links are made between everyday learning and education. The study is based on an ethnographic approach to studying everyday activities and is framed in the theory of literacy as a social practice. This Routledge Linguistics Classic includes a new foreword by Deborah Brandt and a new framing chapter, in which David Barton and Mary Hamilton look at the connections between local and global activities, interfaces with institutional literacies, and the growing significance of digital literacies in everyday life. A seminal text, Local Literacies provides an explicit usable methodology for both teachers and researchers, and clear theorising around a set of six propositions. Clearly written and engaging, this is a deeply absorbing study and is essential reading for all those involved in literacy and literacy education.

First published in 1972. A revival of interest in primitive religion has been one of the most marked characteristics of British social anthropology of recent years. Inspired by the work of Audrey Richards, whose writing on ritual contains many of the insights that have been developed in later studies, this volume uses material drawn from all over Africa and Polynesia. The contributors include: Raymond Firth, Esther Goody, Aidan Southall, R.G. Abrahams, Edwin Ardener, J.S. La Fontaine, Monica Wilson, Elizabeth Bott, Edmund Leach and P.H. Gulliver.

This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.

Literacy remains a contentious and polarized educational, media and political issue. What has emerged from the continuing debate is a recognition that literacy in education is allied closely with matters of language and culture, ideology and discourse, knowledge and power. Drawing perspectives variously from critical social theory and cultural studies, poststructuralism and feminisms, sociolinguistics and the ethnography of communication, social history and comparative education, the contributors begin a critical interrogation of taken-for-granted assumptions which have guided educational policy, research and practice.

The amount and range of information available to today's students-and indeed to all learners-is unprecedented. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing-among other things-it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies-and the kinds of information they allow students to access and create-relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields-learning theory, instructional systems design, and information studies-it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory.

The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development.

The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

The multiliteracies approach to literacy education has become established as an accessible and effective paradigm for classroom practice in the 21st century. The Multiliteracies Classroom enlivens this theory with its vivid description of events in a real classroom. Teachers will identify with the lively transcripts of classroom interactions, and be inspired to widen students' access to new literacy practices in an increasingly digital and globalised world. The possibilities and constraints that can be encountered when implementing multiliteracies are explored in detail. Educators know from experience that students begin their classroom journey with entirely unequal opportunities for literacy success. The Multiliteracies Classroom does not ignore this reality, highlighting the influence of society's patterns of power on literacy learning in the digital age. Its key themes provide a blueprint for the future of literacy research and practice.

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

In this major new text, Joshua Fishman charts the rise of vernacular literacy in Europe, and the major social, economic, religious, political, demographic, educational and philosophical changes that attended it. Following the story up until the present day, the book examines the people who became leaders of the growth of vernacular literacy in Europe, and looks at how European colonizers viewed vernacular literacy efforts in their current and former colonies. Looking forward, Fishman discusses how new technology affects vernacular literacy both now and in the present, and whether developments in voice and visual media mean that vernacular literacy will be less important to future generations than it is to us. 'European Vernacular Literacy' is not only a review of well-known facts and theories of the rise of vernacular literacy in Europe, but an attempt to reintegrate and rethink them along new and provocative lines, meaning that the book will be of interest not only to students of literacy and history but also to scholars interested in Fishman's latest contribution to sociolinguistics.

The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy.

Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective - one that does not discount or undermine the new literacies, but shows new ways in which they are complementary.

Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.

The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy.

Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective one that does not discount or undermine the new literacies, but shows new ways in which they are complementary.

Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.

Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers. The lead author of each chapter, and in some cases more than one, of the authors, is a distinguished reading researcher elected by their peers into the Reading Hall of Fame. In this book these distinguished literacy leaders extend their role as researchers to speak directly to issues of practice and policy.

All chapters address the theme of literacy and the teaching of literacy as being in a constant state of change. The authors are theoretical as they describe literacy, literacy acquisition, and the teaching of literacy; they are practical as they examine the issues that classroom teachers and reading specialists engage with on a daily basis; and they are political as they advocate for informed policy at the local, state and national levels. A key message in this book is that literacy professionals must take an active role to shape change.

The book has two aims. First, to examine the extent and significance of the connection between Hume's aesthetics and his moral philosophy; and, second, to consider how, in light of the connection, his moral philosophy answers central questions in ethics.

The first aim is realized in chapters 1-4. Chapter 1 examines Hume's essay "Of the Standard of Taste" to understand his search for a "standard" and how this affects the scope of his aesthetics. Chapter 2 establishes that he treats beauty in nature and art and moral beauty as similar in kind, and applies the conclusions about his aesthetics to his moral thought. Chapter 3 solves a puzzle to which this gives rise, namely, how individuals both accept general standards that they also contravene in the course of aesthetic and moral activity. Chapter 4 takes up the normative aspect of Hume's approach by understanding moral character through his view of moral beauty.

The second aim of the book is realized in chapters 5-7 by entertaining three objections against Hume's moral philosophy. First, if morality is an immediate reaction to the beauty of vice and the deformity of virtue, why is perfect virtue not the general condition of every human individual? Second, if morality consists of sentiments that arise in the subject, how can moral judgments be objective and claim universal validity? And third, if one can talk of "general standards" governing conduct, how does one account for the diversity of moral systems and their change over time? The first is answered by showing that like good taste in aesthetics, 'right taste' in morals requires that the sentiments are educated; the second, by arguing against the view that Hume is a subjectivist and a relativist, and the third (chapter 6), by showing that his approach contains a view of progress left untouched by any personal prejudices Hume himself might harbor. The book concludes in chapter 7 by showing how Hume's view of philosophy affects the scope of any normative ethics.

Major campaigns to raise levels of literacy have taken place for centuries and share many common elements. But despite literary campaigns spanning over five decades, 860 million adults still lack minimal ability to read, write, and calculate. Why is literacy of such great importance and why have so many years of campaigning for it not been successful in fully overcoming this obstacle? "National Literacy Campaigns and Movements" explores these questions by examining campaigns in vastly different societies from a historical and comparative perspective.

The volume focuses on literacy movements from the past, including those of Reformation Germany, early modern Sweden and Scotland, nineteenth-century United States, nineteenth- and early twentieth-century Russia and the Soviet Union, pre-Revolutionary and Revolutionary China, and Tanzania, Cuba, Nicaragua, and India. Contributors analyze literacy goals and outcomes in specific contexts. The editors distinguish quantitative and qualitative dimensions of literacy activities, such as the difference between the spread of literacy and patterns of its use. The common enterprise of this book is to expand upon the contributors' previous research to include a comparative dimension.

This book offers the first systematic attempt to examine, critically and comparatively, the concepts and facts of large-scale literacy campaigns in more than a dozen societies over nearly five-hundred years. It offers a valuable historical lesson not only for historians, but also for educators: that instead of concentrating only on the recent period, we should use the vast and complex history of literacy movements to shed understanding on the present and future of literacy. A major new introduction to this edition asserts recent literary campaigns and the lessons provided by their success and failures. It also describes how the focus of some movements has evolved.

Key Words: Reclaiming Children's Precious Vocabulary is about early and emergent literacy- it promotes the concept that each child possesses a key vocabulary of words that are special and magical. These words conjure emotions that can lead them into the enterprise of reading. Words such as mom or love or a sister's name, a friend, or a beloved game - these expressions are read by the young child even before they have commenced formal decoding. They are sight words - but of a special kind, because they evoke an emotional response. They are called "key" and each child might well produce her or his own key ring of thirty or forty words. They become the stuff of writing, the personal and the meaningful, in accordance with all of the honored theory about nurturing young writers. This book is full of classroom stories that elaborate the process of a key word approach. The stories are humorous, engaging and inspiring. They are accompanied by specific, detailed guidelines for instituting a key word program in any early childhood classroom. Special attention is paid to students' progression into writing curriculum as an outgrowth of doing words. The context of culturally relevant, equity and anti-bias education is established throughout every chapter.

This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Children' s play is under serious attack that puts it in a precarious position in today' s brave new world dominated by early learning standards and achievement outcomes. Reflecting this paradigm shift that has taken place since the publication of the first edition, this edition is organized around a different set of focal perspectives on the play-literacy interface:
*The Playful Mind;
*The Play-Literacy Instructional Environment; and
*The Play-Literacy Social Context.

Looking both back and ahead-- re-visiting previously reported studies and also introducing new inquiries into the role of play in early literacy development and learning, especially as these shed light on school readiness-- this volume mines studies that directly focus on play-literacy links as well as new studies and syntheses that take these links in new directions and to new starting places for research. It challenges play-literacy researchers to use their imaginations to overcome persistent methodological problems, to break from the past into new territories of study (such as neuroscience), to strive for multi-disciplinary perspectives, and to push harder for the incorporation of play into the literacy education of young children.

"Play and Literacy in Early Childhood" is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.

This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Children' s play is under serious attack that puts it in a precarious position in today' s brave new world dominated by early learning standards and achievement outcomes. Reflecting this paradigm shift that has taken place since the publication of the first edition, this edition is organized around a different set of focal perspectives on the play-literacy interface:
*The Playful Mind;
*The Play-Literacy Instructional Environment; and
*The Play-Literacy Social Context.

Looking both back and ahead-- re-visiting previously reported studies and also introducing new inquiries into the role of play in early literacy development and learning, especially as these shed light on school readiness-- this volume mines studies that directly focus on play-literacy links as well as new studies and syntheses that take these links in new directions and to new starting places for research. It challenges play-literacy researchers to use their imaginations to overcome persistent methodological problems, to break from the past into new territories of study (such as neuroscience), to strive for multi-disciplinary perspectives, and to push harder for the incorporation of play into the literacy education of young children.

"Play and Literacy in Early Childhood" is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.

This book draws on a longitudinal study which highlights the beneficial impact of film in the primary curriculum. It provides detailed accounts of both the reading process as understood within the field of literacy education, and of film theory as it relates to issues such as narration, genre and audience. The book focuses on a small cohort of children to explore how progression in reading film develops throughout a child's time in Key Stage 2; it also examines how the skills and understanding required to read film can support the reading of print, and vice versa, in an 'asset model' approach. Since children's progression in reading film is found to be not necessarily age-related, but rather built on a period of experience and opportunity to read and/or create moving image media, Bulman clearly illustrates the importance of the inclusion of film in the primary curriculum. The book provides an accessible study to a large audience of primary teachers and practitioners, and will be a valuable resource for students and researchers in the fields of education, English and media studies.

The book has two aims. First, to examine the extent and significance of the connection between Hume's aesthetics and his moral philosophy; and, second, to consider how, in light of the connection, his moral philosophy answers central questions in ethics. The first aim is realized in chapters 1-4. Chapter 1 examines Hume's essay "Of the Standard of Taste" to understand his search for a "standard" and how this affects the scope of his aesthetics. Chapter 2 establishes that he treats beauty in nature and art and moral beauty as similar in kind, and applies the conclusions about his aesthetics to his moral thought. Chapter 3 solves a puzzle to which this gives rise, namely, how individuals both accept general standards that they also contravene in the course of aesthetic and moral activity. Chapter 4 takes up the normative aspect of Hume's approach by understanding moral character through his view of moral beauty. The second aim of the book is realized in chapters 5-7 by entertaining three objections against Hume's moral philosophy. First, if morality is an immediate reaction to the beauty of vice and the deformity of virtue, why is perfect virtue not the general condition of every human individual? Second, if morality consists of sentiments that arise in the subject, how can moral judgments be objective and claim universal validity? And third, if one can talk of "general standards" governing conduct, how does one account for the diversity of moral systems and their change over time? The first is answered by showing that like good taste in aesthetics, 'right taste' in morals requires that the sentiments are educated; the second, by arguing against the view that Hume is a subjectivist and a relativist, and the third (chapter 6), by showing that his approach contains a view of progress left untouched by any personal prejudices Hume himself might harbor. The book concludes in chapter 7 by showing how Hume's view of philosophy affects the scope of any normative ethics.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources.
*Part I, "Rethinking Conceptual Frameworks," offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.
*Part II, "Rethinking Knowledge and Representation," considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared--challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders.
Employing the lens of "critical sociocultural research," this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

This volume presents case studies of literacy practices as shaped by culture, language, community, and power. Covering a range of contexts and exploring a number of relevant dimensions in the evolving picture of literacy as situated, multiple, and social, the studies are grouped around four overarching themes:
*Language, Literacy, and Hegemony;
*The Immigrant Experience: Language, Literacies, and Identities;
*Literacies In-/Out-of-School and On the Borders; and
*New Pedagogies for New Literacies.
It is now generally recognized that literacy "is" multiple and woven within the sociocultural lives of communities, but what is not yet fully understood is "how" it is multiple--how this multiplicity plays out across and within differing sociocultural contexts. Such understanding is critical for crafting school literacy practices in response to the different literacy sets brought to school by different learners. Toward this end it is necessary to know what those sets are composed of. Each of the case studies contributes to building this knowledge in new and interesting ways. As a whole the book provides a rich and complex portrait of literacy-in-use.
"Cultural Practices of Literacy: Case Studies of Language, Literacy, Social Practice, and Power" advances sociocultural research and theory pertaining to literacy" "development as it occurs across school and community boundaries and cultural contexts and in and out of school. It is intended for researchers, students, professionals across the field of literacy studies and schooling, including specialists in family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, international education, English as a second language, language and social policy, and global literacy.