The Routledge Handbook of Literacy Studies

The Routledge Handbook of Literacy Studies

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Description

The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the Handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry. The Handbook is divided into eight sections:



* The foundations of literacy studies


* Space-focused approaches


* Time-focused approaches


* Multimodal approaches



* Digital approaches


* Hermeneutic approaches


* Making meaning from the everyday


* Co-constructing literacies with communities.



This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.
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Product details

  • Hardback | 680 pages
  • 174 x 246 x 40.64mm | 1,338g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 8 Tables, black and white; 20 Illustrations, black and white
  • 0415816246
  • 9780415816243
  • 1,708,555

Table of contents

List of Figures


List of Tables


Notes on Contributors


Acknowledgements





Introduction


Jennifer Rowsell and Kate Pahl





PART I


The foundations of literacy studies





1 The social and linguistic turns in studying language and literacy


David Bloome and Judith Green





2 The New Literacy Studies


James Paul Gee





3 Postcolonial approaches to literacy: understanding the "other"


Rahat Naqvi





4 Critical literacy education: a kaleidoscopic view of the field


Rebecca Rogers and Katherine O'Daniels





5 Bi/multilingual literacies in literacy studies


Angel M. Y. Lin and David C. S. Li





PART II


Space-focused approaches





6 Socio-spatial approaches to literacy studies: rethinking the social constitution and politics of space


Kathy A. Mills and Barbara Comber





7 Ecological approaches to literacy research


Sue Nichols





8 Rural literacies: text and content beyond the metropolis


Michael Corbett





9 Urban literacies


Valerie Kinloch








10 Indigenous literacies in literacy studies


Lynn Mario T. Menezes de Souza





11 Faith literacies


Andrey Rosowsky





PART III


Time-focused approaches





12 Historical inquiry in literacy education: calling on clio


Bill Green and Phillip Cormack





13 Postmodernism and literacy studies


Lalitha Vasudevan, Kristine Rodriguez Kerr, Tara L. Conley, and Joseph Riina-Ferrie





14 Longitudinal studies and literacy studies


Catherine Compton-Lilly





15 Literacy policy and curriculum


Jim Cummins





PART IV


Multimodal approaches





16 Multimodal social semiotics: writing in online contexts


Myrrh Domingo, Carey Jewitt and Gunther Kress





17 The semiotic mobility of literacy: four analytical approaches


Denise Newfield





18 Remaking meaning across modes in literacy studies


Diane Mavers





19 Multimodality and sensory ethnographies


Abigail Hackett





20 Cultural affordances of visual mode texts in and of Japanese landscapes and young children's emerging comprehension of semiotic texts


Dylan Yamada-Rice





21 Social design literacies: designing action literacies for fast-changing lives


Jay Lemke and Caspar van Helden














PART V


Digital approaches





22 Popular culture, digital worlds and second language learners


Alice Chik





23 Videogames and literacies: historical threads and contemporary practices


Sandra Schamroth Abrams





24 Virtual spaces in literacy studies


Julia Gillen





25 Consumer literacies and virtual world games


Rebekah Willett





26 Facebook narratives


Julia Davies





PART VI


Hermeneutic approaches





27 Literary theory and new literacy studies: conversations across fields


Richard Steadman-Jones and Kate Pahl





28 Looking good: aesthetics, multimodality and literacy studies


Theo van Leeuwen





29 Poetry, metaphor and performance: literacy as a philosophical act


Kathleen Gallagher





30 Phenomenology and literacy studies


Rachel Heydon and Jennifer Rowsell





31 Hermeneutics of literacy pedagogy


Rob Simon and Gerald Campano





PART VII


Making meaning from the everyday





32 Materialising literacies


Kate Pahl and Hugh Escott





33 Moving voices: literacy narratives in a testimonial culture


Mary Hamilton








34 (Im)materialising literacies


Cathy Burnett





35 English language learners, participatory ethnography and embodied knowing within literacy


Burcu Yaman Ntelioglou





36 Making, remaking, and reimagining the everyday: play, creativity, and popular media


Karen E. Wohlwend





37 Literacy as worldmaking: multimodality, creativity and cosmopolitanism


Amy Stornaiuolo








PART VIII


Co-constructing literacies with communities





38 Literacy studies and situated methods: exploring the social organization of household activity and family media use


Lisa H. Schwartz and Kris D. Gutierrez





39 Oral history as a community literacy project
Valerie J. Janesick





40 Participatory methodologies and literacy studies


Saskia Stille





41 The affordances and challenges of visual methodologies in literacy studies


Maureen Kendrick





42 Literacy with mobiles in print poor communities


Sue Muller, Hilary Janks, and James EM Stiles





43 Literacies and research as social change


Claudia Mitchell and Casey Burkholder


Index
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Review quote

"This remarkable volume is a landmark in the development of Literacy Studies. It uncovers a vibrant and wide-ranging field, making clear different strands of research and distinct approaches. The individual chapters provide a firm basis for identifying directions for future research and the book will be an essential reference for years to come." David Barton, Lancaster University, UK
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About Jennifer Rowsell

Jennifer Rowsell is Professor and Canada Research Chair at Brock University. She has cowritten and written several books in the areas of New Literacy Studies, multimodality and multiliteracies, including Working with Multimodality (Routledge, 2013).



Kate Pahl is a Professor of Literacies in Education at The University of Sheffield. She is the author, with Jennifer Rowsell, of several books on literacy including Artifactual Literacies: Every Object Tells a Story (2010), and Materializing Literacies in Communities (2014).
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