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Travel notes from the new literacy studies: instances of practice

2006; Association of College and Research Libraries; Volume: 44; Issue: 02 Linguagem: Inglês

10.5860/choice.44-1071

1943-5975

Kate Pahl, Jennifer Rowsell,

Literacy, Media, and Education

Contents 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)