An important contribution to the multi-disciplinary study of
literacy, narrative and culture, this work argues that literacy is
perhaps best described as an ensemble of socially and historically
embedded activities of cultural practices. It suggests viewing
written language, producing and distributing, deciphering and
interpreting signs, are closely related to other cultural practices
such as narrative and painting.
The papers of the first and second parts illustrate this view in
contexts that range from the pre-historical beginnings of tracking
signs' in hunter-gatherer cultures, and the emergence of modern
literate traditions in Europe in the 17th to 19th century, to the
future of electronically mediated writing in times of the
post-Gutenberg galaxy. The chapters of the third present results of
recent research in developmental and educational psychology.
Contributions by leading experts in the field make the point
that there is no theory and history of writing that does not
presuppose a theory of culture and social development. At the same
time, it demonstrates that every theory and history of culture must
unavoidably entail a theory and history of writing and written
culture.
This book brings together perspectives on literacy from
psychology, linguistics, history and sociology of literature,
philosophy, anthropology, and history of art. It addresses these
issues in plain language not coded in specialized jargon and
addresses a multi-disciplinary forum of scholars and students of
literacy, narrative and culture.
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