Making Literacy Real: Theories and Practices for Learning and Teaching

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Overview

Making Literacy Real is the essential reference text for primary education students at undergraduate and graduate level who want to understand literacy theory and successfully apply it in the classroom. Doctoral students will find this a useful resource in understanding the relationship of theory to practice.

The authors explore the breadth of this complex and important field, orientating literacy as a social practice, grounded in social, cultural, historical and political contexts of use. They also present a detailed and accessible discussion of the theory and its application in the primary classroom.

The book covers:

  • Defining literacy: multimodalities and new literacies
  • Digital literacies
  • New literacy studies
  • Critical literacy
  • Sociocultural-historical theory
  • Connecting theoretical frameworks
  • Implications for teacher education and literacy research

Each chapter examines a theoretical model, accompanied by a discussion of case study material with a leading proponent of the field, including Barbara Comber, Michele Knobel, Colin Lankshear, Barbara Rogoff and Brian Street.

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Editorial Reviews

Choice Magazine
Taking the position that literacy is grounded in social, cultural, and historical practices, researchers Larson and March present four alternative theoretical frameworks that offer teachers and teacher-researchers the opportunity to expand the relationship of theory to classroom practice. . . . The novelty of this book is linked to the multidisciplinary theoretical frameworks by way of case studies approach. . . .This book is highly recommended for researchers, practitioners, and graduate students in teacher education.
Patrick Shannon
Larson and Marsh reassemble a polyphonic choir to interpret literacies as critical social practices - with new voices, adding powerful contrapuntal harmonies to contest the logic, theory, and practice of the National Curriculum and Race to the Top. Sing out!
Victoria Carrington
When it was first published this groundbreaking book quickly established itself as a key resource for educators, students and researchers working in a rapidly changing field. This updated edition incorporates the latest research around play, space and multimodality, ensuring that it remains essential reading for those of us interested in literacy theory and literacy education.
Jan Gourd
This is one of very few books that considers the world of possibilities within literacy pedagogy and challenges the dominant techno-rational approach that reduces literacy to skills teaching. The book is grounded in robust theoretical models that challenge the reader to critically reflect on their practice. The vignettes are extremely helpful in contextualising what the authors say. A must read for all aspiring and current literacy teachers.
James Paul Gee
This new edition of Joanne Larson and Jackie Marsh’s important book Making Literacy Real is theoretically illuminating and insightfully grounded in useful cases and effective practices. It is the foundation anyone interested in Literacy Studies needs to start with.
Professor Teresa Cremin
Engaging and invitational, this second edition of Making Literacy Real skilfully illuminates the inseparability of theory and practice. It makes accessible a comprehensive range of theoretical frameworks, including new sections on Space and Play, and Multimodalities and Artifactual Literacy and describes their application and realisation in the classroom through authentic examples. A ‘must have’ text for all contemporary literacy professionals.
Mariana Souto-Manning
Making Literacy Real invites readers to move beyond traditional approaches to literacy education which emphasize one-size-fits-all, normalized learning trajectories. Larson and Marsh vividly portray classrooms that have rejected reductionist and constraining models of literacy teaching and, instead, embraced ways of teaching which recognize and build on the many strategies and resources students bring to classrooms. Moving beyond the false theory-practice dichotomy, this new edition, which includes 21st century literacies, is a gem. In a time when literacy is being defined in reductionist terms, Making Literacy Real will be an inspiration to teachers, teacher-researchers, and all who care about the transformative potential and power of education.
CHOICE
Taking the position that literacy is grounded in social, cultural, and historical practices, researchers Larson and March present four alternative theoretical frameworks that offer teachers and teacher-researchers the opportunity to expand the relationship of theory to classroom practice. . . . The novelty of this book is linked to the multidisciplinary theoretical frameworks by way of case studies approach. . . .This book is highly recommended for researchers, practitioners, and graduate students in teacher education.
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Product Details

  • ISBN-13: 9781412903301
  • Publisher: SAGE Publications
  • Publication date: 10/3/2005
  • Edition description: ANN
  • Pages: 208
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.50 (d)

Meet the Author

Joanne Larson is Michael W. Scandling Professor of Education and Chair of the Teaching and Curriculum program at the University of Rochester’s Warner Graduate School of Education and Human Development, USA. She received her Ph D at the University of California, Los Angeles in 1995. Larson’s ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is currently collaborating with Rochester community residents on a participatory action research project examining changes associated with transforming a local corner store into a cornerstone of healthy living. Her book Radical Equality in Education: Starting Over in US Schooling (Routledge, 2014) makes the case for beginning with assumptions of equality instead of inequality in education. She is the editor of Literacy as Snake Oil: Beyond the Quick Fix, Second Edition (Lang, 2007) and co-editor with Jackie Marsh of Handbook of Early Childhood Literacy (Sage, 2013). Larson's journal publications include research articles in Research in the Teaching of English; Written Communication: Linguistics and Education; Journal of Early Childhood Literacy, and Discourse and Society.

Jackie Marsh is Professor of Education at the University of Sheffield, UK, where she conducts research on young children's play and digital literacy practices in homes, communities and early years settings and primary schools. Her most recent publications include Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day (with Bishop, 2014) and Handbook of Early Childhood Literacy (edited with Larson, 2013). Jackie is an editor of the Journal of Early Childhood Literacy.

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Table of Contents

1 Orienting perspectives 1
2 New literacy studies 18
3 Critical literacy 40
4 Literacy and new technologies 68
5 Sociocultural-historical theory 100
6 Understanding how the frameworks work together 126
7 Implications for teacher education and literacy research 142
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