Pahl / Rowsell Travel Notes from the New Literacy Studies

Instances of Practice
Erscheinungsjahr 2006
ISBN: 978-1-84769-925-1
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 4, 280 Seiten

Reihe: New Perspectives on Language and Education

This book joins two important fields, that of literacy and multimodality, with a focus on local and global literacies. Chapters include work on media, popular culture and literacy, weblogs, global and local crossings, in and out of educational settings in such locations as the US, the UK, South Africa, Australia and Canada.

Autoren/Hrsg.

Pahl, Kate

Rowsell, Jennifer

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung

Inhaltsverzeichnis

Foreword by Gunther Kress (Institute of Education) and Brian Street (King’s College, London)

Introduction by Kate Pahl and Jennifer Rowsell

SECTION I: IDENTITY IN MULTIMODAL COMMUNICATIVE PRACTICES

1. Global, Local/Public, Private: Young Children’s Engagement in Digital Literacy Practices in the Home - Jackie Marsh (University of Sheffield)

2. Ned and Kevin: An Online Discussion that Challenges the 'Not-Yet Adult' Cultural Model - Donna Alvermann (University of Georgia)

3. Escaping to the Borderlands: An Exploration of the Internet as a Cultural Space for Teenaged Wiccan Girls - Julia Davies (University of Sheffield)

4. Weblog Worlds and Constructions of Effective and Powerful Writing: Cross with Care, and Only Where Signs Permit - Michele Knobel (Montclair State University) and Colin Lankshear (James Cook University)

SECTION II: MULTIMODAL LITERACY PRACTICES IN LOCAL AND GLOBAL SPACES

5. Critical Literacy Across Continents - Hilary Janks (University of Witwatersrand) and Barbara Comber (University of South Australia)

6. An Eye on the Text and an Eye on the Future: Multimodal Literacy in Three Gauteng Families - Pippa Stein and Lynne Slominsky (University of Witwatersrand)

7. Crossing the Margins: Recontextualisation, Literacy and Semiotic Power? - Cathy Kell (University of Auckland)

SECTION II: CROSSINGS IN LITERACY PRACTICES

8. From Boardroom to Classroom: Tracing a Globalised Discourse on Thinking through Internet Texts and Teaching Practice - Sue Nichols (University of South Australia)

9. Corporate Crossings: Tracing Textual Crossings - Jennifer Rowsell

SECTION IV: MULTIMODAL COMMUNICATIVE PRACTICES IN PEDAGOGICAL SETTINGS

10. So, What About Multimodal Numeracies? - Brian Street (King’s College, London) and Dave Baker (Institute of Education)

11. Transformative Pedagogy: Teachers Creating a Literacy of Fusion - Elaine Millard (University of Sheffield)

Afterword: Deborah Brandt and Katie Clinton (University of Wisconsin-Madison)

Über Autor(innen)

Rowsell, Jennifer
Jennifer Rowsell is Professor of Literacies and Social Innovation and Deputy Head of School at University of Bristol’s School of Education. Her scholarship explores ways to expand literacy to match the kinds of skills and practices children, teenagers, and adults use and understand today.  Her research interests include multimodal, makerspace and arts-based research with young people; digital literacies research; and, more recent work in posthumanist and affect approaches to literacy teaching and learning as well as research on the digital divide.

Pahl, Kate
Kate Pahl is Professor of Arts and Literacy at Manchester Metropolitan University, UK. Her interest is in literacy, multilingualism, multimodality and arts practice. She has written extensively in the field of literacy, co-production, language-based ethnographies, multimodality and arts practice.

Kate Pahl is a lecturer in education at the University of Sheffield, is course director of the Ed D in literacy and language at the University of Sheffield. She is the author, with Jennifer Rowsell, of Literacy and Education: Understanding the New Literacy Studies in the Classroom (Sage 2005) and is the author of Transformations: Children’s Meaning Making in a Nursery (Trentham 1999). Jennifer Rowsell is an Assistant Professor of English Education at Rutgers University where she teaches and conducts research in the areas of New Literacy Studies and multiliteracies. She has co-authored Literacy and Education: Understanding the New Literacy Studies in the Classroom (Sage, 2005) with Kate Pahl and The Literacy Principal with David Booth (Pembroke, 2002).