By Mike Baynham
This publication brings jointly authors actively taken with shaping the sphere of literacy reports, offering a powerful method of the theoretical and empirical paintings that's at the moment pushing the limits of literacy examine and likewise pointing to destiny instructions for literacy research.
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Additional info for The Future of Literacy Studies (Palgrave Advances in Linguistics)
Street (1999) Writing as academic literacies: understanding textual practices in higher education. In C. N. Candlin and K. Hyland (eds) Writing: Texts, Processes and Practices. London: Longman, 62–81. Lea, M. R. and B. Street (2006) The ‘Academic Literacies’ Model: Theory and Applications. Theory into Practice, Fall, 45(4), 368–77. Leung, C. (2005) Convivial Communication: Recontextualising Communicative Competence. International Journal of Applied Linguistics, 15(2), 119–44. Leung, C. and S. Kimberly (2005) Nontraditional students in higher education in the United Kingdom: English as an additional language and literacies.
Text & Talk, 26(6), 733–66 (pdf). , V. Sztainbok and J. Blaney (2006) ‘Losing Strangeness’: Using Culture to Mediate ESL Teaching (submitted to Language, Culture and Currciulum). Russell, D. (1991) Writing in the Academic Disciplines, 1870–1990: A Curricular History. Carbondale: South Illinois University Press. , M. Lea, J. Parker, B. Street and T. Donahue (2007) Exploring notions of genre in ‘academic literacies’ and ‘writing across the curriculum’: approaches across countries and contexts The Simpósio International de Estudios de Gêneros (SIGET) IV panel on genre in Writing across the Curriculum (WAC) and ‘academic literacies’ (ACLITS) Brazil, 2007.
The chapter reviews some of the key features in what has been called the ‘New Literacy Studies’. Complementing Street’s chapter is another foundational overview chapter by Barton, reviewing in addition to the focus on events and practices, key constructs such as mediators, mentors, brokers, networks and sponsors. Barton contextualizes literacy in an increasingly, textually mediated social world. The themes he identifies are picked up and developed in other chapters, Ivanic on literacy practices in further education, Farrell on the workplace and the knowledge economy, Hull and Nelson on the aesthetics of literacy.