With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.

An approach to literacy that understands it as lived and experienced in the everyday across varied spaces and populations. This book approaches literacy as lived and experienced in the everyday. A living literacies approach draws not only on such official, schooled activities as reading, writing, speaking, and listening but also on such routine, tacit activities as scrolling through Instagram, watching news footage, and listening to music. It goes beyond well-worn framings of literacy as an object of study to reimagine literacy as constantly in motion, vital, and dynamic, filled with affective intensities. A lived literacies approach implies a turn to activism, to hopeful practice, and to creativity. The authors examine literacies through a series of active verbs: seeing, disrupting, hoping, knowing, creating, and making. Case studies--ranging from an exploration of photography as a way to shift perspectives to a project in which adults teach young people how to fish--show lived literacies in both theory and practice. With these chapters, Pahl and Rowsell, along with contributors Collier, Pool, Rasool, and Trzecak, make it possible to see literacy in everyday activities, woven into the modes of seeing and knowing. By disruption and activism, literacy can encompass a wide array of practices--exchanging information at a school gate or making a collage. Grounding theory in the sites and spaces of their research, working with artists, photographers, poets, and makers, the authors issue a call to action for literacy education.

This book illuminates results from a wide-ranging, landmark study of global leaders and their world-class companies that proves that managers must understand, respect, and learn from a variety of national cultures to be successful--at home and abroad. 10 photos.

Situated at the intersection of two of the most important areas in educational research today — literacy and technology — this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections: Methodologies Knowledge and Inquiry Communication Popular Culture, Community, and Citizenship: Everyday Literacies Instructional Practices and Assessment Multiple Perspectives on New Literacies Research FEATURES Brings together a diverse international team of editors and chapter authors Provides an extensive collection of research reviews in a critical area of educational research Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies Establishes important space for the emerging field of new literacies research Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research. The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.

Reconceptualizing the Literacies in Adolescents' Lives, Second Edition focuses on exploring the impact of young people's identity-making practices in mediating their perceptions of themselves as readers and writers in an era of externally mandated reforms. What is different in the Second Edition is its emphasis on the importance of valuing adolescents' perspectives--in an era of skyrocketing interest in improving literacy instruction at the middle and high school levels driven by externally mandated reforms and accountability measures. A central concern is the degree to which this new interest takes into account adolescents’ personal, social, and cultural experiences in relation to literacy learning. In this new edition of Reconceptualizing the Literacies in Adolescents’ Lives students’ voices and perspectives are featured front and center in every chapter. Particular attention is given throughout to multiple literacies--especially how information and new communication technologies are changing learning from and with text. Nine of the 15 chapters are new; all other chapters are thoroughly updated. The volume is structured around four main themes: * Situating Adolescents’ Literacies–addressing how young people use favorite texts to perform their identities; how they counter school-based constructions of incompetence; and how they re/construct their literate identities in relation to certain kinds of gendered expectations, pedagogies, and cultural resources; * Positioning Youth as Readers and Writers–stressing the importance of classroom discourse, cultural capital, agency, and democratic citizenship in mediating adolescents’ literate identities; * Mediating Practices in Young People’s Literacies–looking at issues of language, social class, race, and culture in shaping how adolescents represent themselves and are represented by others; and * Changing Teachers, Teaching Changes–capturing the productive ambiguities associated with teaching urban adolescents to read and write in changing times, encouraging students to conduct action research on topics that are personally relevant, and using ‘enabling constraints’ as a concept to formulate policies on adolescent literacy instruction. Reconceptualizing the Literacies in Adolescents’ Lives, Second Edition is an essential volume for researchers, faculty, teacher educators, and graduate students in the field of adolescent literacy education.

The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.

Rural Literacies identifies the problems inherent in trying to understand rural literacy, addresses the lack of substantive research on literacy in rural areas, and reviews traditional misrepresentations of rural literacy. This innovative volume frames debates over literacy in relation to larger social, political, and economic forces, such as the impact of the No Child Left Behind Act on rural schools and the effects of out-migration, globalization, and the loss of small family farms on rural communities. Drawing upon traditional literacy and composition research and employing theory from education and sociology, the text engages compositionists in broader conversations regarding rural literacies. The authors share strategies that will help compositionists participate in pedagogies that are rooted in a richer understanding of rural literacies and work toward sustainability for all communities in a globalized age.