Oral Literacies

This is the first book to focus exclusively on an examination of early 21st-century adult reading aloud. The dominant contemporary image of reading in much of the world is that of a silent, solitary activity. This book challenges this dominant discourse, acknowledging the diversity of reading practices that adults perform or experience in different communities, languages, contexts and phases of our lives, outlining potential educational implications and next steps for literacy teaching and research. By documenting and analysing the diversity of oral reading practices that adults take part in (on- and offline), this book explores contemporary reading aloud as hugely varied, often invisible and yet quietly ubiquitous. Duncan discusses questions such as: What, where, how and why do adults read aloud, or listen to others reading? How do couples, families and groups use oral reading as a way of being together? When and why do adults read aloud at work? And why do some people read aloud in languages they may not speak or understand? This book is key reading for advanced students, researchers and scholars of literacy practices and literacy education within education, applied linguistics and related areas.

An introduction to literacy pedagogy within today's new media environment.

This is the first book to focus exclusively on an examination of early 21st-century adult reading aloud. The dominant contemporary image of reading in much of the world is that of a silent, solitary activity. This book challenges this dominant discourse, acknowledging the diversity of reading practices that adults perform or experience in different communities, languages, contexts and phases of our lives, outlining potential educational implications and next steps for literacy teaching and research. By documenting and analysing the diversity of oral reading practices that adults take part in (on- and offline), this book explores contemporary reading aloud as hugely varied, often invisible and yet quietly ubiquitous. Duncan discusses questions such as: What, where, how and why do adults read aloud, or listen to others reading? How do couples, families and groups use oral reading as a way of being together? When and why do adults read aloud at work? And why do some people read aloud in languages they may not speak or understand? This book is key reading for advanced students, researchers and scholars of literacy practices and literacy education within education, applied linguistics and related areas.

Table of contents

An equity-conscious, culturally sustaining approach to literacy education. Every student comes to the classroom with unique funds of knowledge in addition to unique needs. How can teachers celebrate and draw upon the valuable literacies each child already possesses to engage them more effectively in school literacy practices? In Literacy for All, Shawna Coppola shows how a literacy pedagogy founded on anti-oppressive principles can transform the experiences of teachers and students alike. Using her framework, which highlights the social and cultural aspects of literacy, teachers can help students participate in literacy experiences that illuminate their individual strengths. Coppola’s book, an ideal introduction for equity-conscious literacy educators, shows how to design instructional and assessment practices that reflect both the cognitive processes and the social practices inherent in learning to read and write.

This book examines the ways in which mobile technologies may contribute to or disrupt literacy learning in children. Also explored is the impact mobile technologies may have on literacy definitions and practices; student, parent and teacher roles and interactions; power relations in education; and social and material interactions.

Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.

In its first edition, Social Linguistics and Literacies was a major contribution to the emerging interdisciplinary field of sociocultural approaches to language and literacy, and was one of the founding texts of the ‘New Literacy Studies’. This book serves as a classic introduction to the study of language, learning and literacy in their social, cultural and political contexts. It shows how contemporary sociocultural approaches to language and literacy emerged and: Engages with topics such as orality and literacy, the history of literacy, the nature of discourse analysis and social theories of mind and meaning Explores how language functions in a society Surveys the notion of ‘discourse’ with specific reference to cross-cultural issues in communities and schools. This fifth edition offers an overview of the sociocultural approaches to language and literacy that coalesced into the New Literacy Studies. It also introduces readers to a particular style of analyzing language-in-use-in-society and develops a distinctive specific perspective on language and literacy centered on the notion of "Discourses". It will be of interest to researchers, lecturers and students in education, linguistics, or any field that deals with language, especially in social or cultural terms.