Literacies Global And Local

The articles collected in this volume draw on or relate to a body of work that has become known as the 'New Literacy Studies' (NLS), which studies literacy as situated semiotic practices that vary across sites in specific ways that are socially shaped. The collection offers a body of empirically and theoretically based papers on literacy ethnography as well as providing engagements with critical issues around literacy and education. The articles offer complementary perspectives on research and theory in literacy studies and include research perspectives from Africa, Asia, Australia, Europe, as well as North and South America. The researchers are all concerned to take the work of the New Literacy Studies further by expanding on its conceptual resources and research sites.

Local Literacies is a unique detailed study of the role of reading and writing in people’s everyday lives. By concentrating on a selection of people in a particular community in Lancaster, England, the authors analyse how they use literacy in their day-to-day lives. It follows four people in detail examining how they use local media, their participation in public life, the role of literacy in family activities and in leisure pursuits. Links are made between everyday learning and education. The study is based on an ethnographic approach to studying everyday activities and is framed in the theory of literacy as a social practice. This Routledge Linguistics Classic includes a new foreword by Deborah Brandt and a new framing chapter, in which David Barton and Mary Hamilton look at the connections between local and global activities, interfaces with institutional literacies, and the growing significance of digital literacies in everyday life. A seminal text, Local Literacies provides an explicit usable methodology for both teachers and researchers, and clear theorising around a set of six propositions. Clearly written and engaging, this is a deeply absorbing study and is essential reading for all those involved in literacy and 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.

This book considers the issues globalization raises for second language learning and teaching. Block and Cameron's collection shows how, in an economy based on services and information, the linguistic skills of workers becomes increasingly important. New technologies make possible new kinds of language teaching, and language becomes an economic commodity with a value in the global marketplace. This has implications for how and why people learn languages, and for which languages they learn. Drawing together the various strands of the globalization debate, this rich and varied collection of contributions explores issues such as: *The commodification of language(s) and language skills *The use of new media and new technologies in language learning and teaching *The effects of globalization on the language teaching industry *New forms of power and resistance.

Based on qualitative research focused on literacy and health from three schools in coastal Kenya, this book examines country, school, and family contexts to develop a dual-generation maternal-child model for literacy learning and to connect local-specific phenomena with national and international policy arenas. In contrast to international development organizations’ educational policies and programs that tend to ignore literacy as a social practice within diverse contexts, the author unpacks the relationship between education and health, and the role of family and mothers in particular, highlighting how mothers are key actors in children’s literacy development and health outcomes.

Libraries in today's global world have emerged as key players in building a culture for reading in communities while enhancing the literacy development of children, youth, adults and seniors. Whether one lives in a modern city with sophisticated library services or in a remote region of the world where access to books and literacy services may be limited, librarians and libraries are contributing to the development of learning communities. This book captures some of the essence of this work in libraries in order to inspire and support all those who value the role of libraries in building global communities. The authors highlight the emerging role of libraries and community partners in literacy development and provide concrete examples via case studies drawn from global communities, demonstrating how libraries are working to support local literacies. They also suggest recommendations for supporting the critical role for libraries in supporting global literacies. The book will become essential reading for all those interested in literacy and libraries throughout the world.

Understanding digital modes and practices of traditional rhetoric are essential in emphasizing information and interaction in human-to-human and human-computer contexts. These emerging technologies are essential in gauging information processes across global contexts. Digital Rhetoric and Global Literacies: Communication Modes and Digital Practices in the Networked World compiles relevant theoretical frameworks, current practical applications, and emerging practices of digital rhetoric. Highlighting the key principles and understandings of the underlying modes, practices, and literacies of communication, this book is a vital guide for professionals, scholars, researchers, and educators interested in finding clarity and enrichment in the diverse perspectives of digital rhetoric research.

'If we take the book Literacy and Education: Understanding New Literacy Studies in the Classroom seriously, it may help us teachers in training, teachers in the field, teaching theorists and researchers to learn more about ourselves and our teaching.' Journal of Early Childhood Literacy '… the best introduction to the theory and practice of New Literacy Studies available today for teachers, though policy-makers and researchers should also read it' - James Paul Gee, University of Wisconsin-Madison 'This long awaited, accessible text shows how key research strands into the nature of contemporary literacy can reinvigorate classroom practice. Technological advances have transformed literacy practices in all spheres of learners’ lives and Pahl and Rowsell show through real examples, how pedagogical practice can accommodate these developments. This is a must for all those involved in all levels of literacy education' - Dr Julia Davies, Deputy Head of the School of Education, The University of Sheffield. Literacy and Education: Understanding the New Literacy Studies in the Classroom is a practical guide to applying New Literacy Studies in primary, secondary and family literacy contexts. It represents a comprehensive look at how to rethink, redefine, and redesign language in the classroom to meet contemporary needs and skills of students based on current literacy research, theory and practice. Each chapter profiles key themes within New Literacy Studies including: literacy and identity; multimodality and multiliteracies, bridging home-school literacy practices, and literacy and globalization. The book follows an accessible format with multiple activities in each chapter, theory boxes highlighting seminal research and theory; suggestions for classroom design and planning ideas; and New Literacy Studies assessment framework; and vignettes of New Literacy Studies and Multiliteracies classrooms in Britain and Canada, as well as a comprehensive glossary of terms. Literacy and Education: Understanding the New Literacy Studies in the Classroom brings research and practice together and is a valuable resource for teachers-in-training, practising teachers, and students studying literacy education at the graduate level. Allan Luke Dean, Centre for Research in Pedagogy and Practice, Singapore, prefaces the book with a look to the international importance of understanding and implementing New Literacy Studies in pedagogy and practice Jim Cummins Professor, OISE/University of Toronto, concludes the book with an eye to local settings and the necessity for us to accommodate the diverse literacy needs of students and clearly illustrates how New Literacy Studies fills such a niche.