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Designed to stimulate debate and critical thinking and to draw
readers' attention to the ideological nature of literacy education
across a broad range of literacy contexts, this book crosses
traditional boundaries between the study of family, community, and
school literacies to offer a unique global perspective on multiple
literacies, from theory to case studies of various settings. These
examples suggest ways that literacy practices should be created by
simultaneously shaping relationships and identity, and by
privileging particular literacy practices in particular situations.
The dialogue within the book among chapter authors writing across
traditionally distinct fields highlights the interconnections among
diverse literacy sites and stimulates the pursuit of a more
integrated and interdisciplinary approach to literacy education.
The critical and dialogic approach serves to challenge and extend
many conventional notions surrounding literacy education in
communities, schools, and families.
"Portraits of Literacy Across Families, Communities, and Schools:
Intersections and Tensions" is particularly relevant for scholars
and students in the area of literacy, broadly speaking, including
family literacy, community literacy, adult literacy, critical
language studies, multiliteracies, youth literacy, English as a
second language, language and social policy, and global literacy.
Additionally, the inclusion of studies derived from a variety of
research methods and designs makes this is a useful text in
research methodology courses that aim to present and analyze
real-life examples of literacy research designs and methods.
Over the past three decades, our conceptualizations of literacy and
what it means to be literate have expanded to include recognition
that there is a qualitative difference in how we communicate
through modalities such as the visual, audio, spatial, and
linguistic and that different modes are combined in complex ways to
make meaning. The field of multimodality is concerned with how
human beings use different modes of communication to represent or
make meaning in the world. Despite the rapid growth of
international research in this area, accounts of a broader range of
global sites, particularly economically under-resourced and
culturally diverse contexts such as Sub-Saharan Africa, remain
under-researched and under-represented in the literature. This book
contextualizes a range of literacies including health literacies,
community literacies, family literacies, and multilingual
literacies within broader modes of communication, most specifically
play and the visual. The claim is that powerful pedagogies,
methodologies and theories can be constructed by taking a more
detailed look at multimodal meaning-making in diverse contexts. By
describing and analyzing multimodal practices and texts across a
diverse range of contexts, the book highlights different
constructs, issues and emerging questions dealing with the study of
literacies and multimodality.
Over the past three decades, our conceptualizations of literacy and
what it means to be literate have expanded to include recognition
that there is a qualitative difference in how we communicate
through modalities such as the visual, audio, spatial, and
linguistic and that different modes are combined in complex ways to
make meaning. The field of multimodality is concerned with how
human beings use different modes of communication to represent or
make meaning in the world. Despite the rapid growth of
international research in this area, accounts of a broader range of
global sites, particularly economically under-resourced and
culturally diverse contexts such as Sub-Saharan Africa, remain
under-researched and under-represented in the literature. This book
contextualizes a range of literacies including health literacies,
community literacies, family literacies, and multilingual
literacies within broader modes of communication, most specifically
play and the visual. The claim is that powerful pedagogies,
methodologies and theories can be constructed by taking a more
detailed look at multimodal meaning-making in diverse contexts. By
describing and analyzing multimodal practices and texts across a
diverse range of contexts, the book highlights different
constructs, issues and emerging questions dealing with the study of
literacies and multimodality.
Designed to stimulate debate and critical thinking and to draw
readers' attention to the ideological nature of literacy education
across a broad range of literacy contexts, this book crosses
traditional boundaries between the study of family, community, and
school literacies to offer a unique global perspective on multiple
literacies, from theory to case studies of various settings. These
examples suggest ways that literacy practices should be created by
simultaneously shaping relationships and identity, and by
privileging particular literacy practices in particular situations.
The dialogue within the book among chapter authors writing across
traditionally distinct fields highlights the interconnections among
diverse literacy sites and stimulates the pursuit of a more
integrated and interdisciplinary approach to literacy education.
The critical and dialogic approach serves to challenge and extend
many conventional notions surrounding literacy education in
communities, schools, and families. Portraits of Literacy Across
Families, Communities, and Schools: Intersections and Tensions is
particularly relevant for scholars and students in the area of
literacy, broadly speaking, including family literacy, community
literacy, adult literacy, critical language studies,
multiliteracies, youth literacy, English as a second language,
language and social policy, and global literacy. Additionally, the
inclusion of studies derived from a variety of research methods and
designs makes this is a useful text in research methodology courses
that aim to present and analyze real-life examples of literacy
research designs and methods.
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