Making Literacy Real: Theories and Practices for Learning and Teaching

Overview

Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.

Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, ...

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Overview

Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.

Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander and Patricia Enciso.

The text also offers reflections on theoretical foundations for research, exploring literacy as a practice grounded in social, cultural, historical and political contexts and in relationships of power.

This second edition includes:

  • New chapters covering digital literacy, space and play, and multimodality
  • Examples and contributions from a range of international contexts, including US, UK, Canada, Australia and South Africa
  • Further reading links to key texts on each main theory

Essential reading for students at undergraduate and post-graduate level on primary education courses and an invaluable guide for anyone wanting to understand literacy theory and successfully apply this to the classroom.

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Editorial Reviews

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.
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.
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.
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Product Details

  • ISBN-13: 9781446295397
  • Publisher: SAGE Publications
  • Publication date: 1/10/2015
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 216

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

Foundational Perspectives
New Literacy Studies
Critical Literacy
Literacy and Digital Technologies
Multimodality and Artifactual Literacies
Space, Play and Literacy
Reframing Sociocultural Theory: Identity, Agency and Power
Bringing the Frameworks Together: Implications for research, policy and practice

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