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Literacy and Learning in Times of Crisis
Emergent Teaching Through Emergencies©2022 Edited Collection -
Media Literacy and the Emerging Citizen
Youth, Engagement and Participation in Digital Culture©2014 Textbook -
Toward a Re-Emergence of James Moffett's Mindful, Spiritual, and Student-Centered Pedagogy
©2023 Edited Collection -
Toward a Re-Emergence of James Moffett's Mindful, Spiritual, and Student-Centered Pedagogy
©2023 Edited Collection -
A New Literacies Sampler
©2007 Textbook -
Digital Literacies in Education
Creative, Multimodal and Innovative Practices©2014 Edited Collection -
Pursuing Digital Literacy in Compulsory Education
©2011 Textbook -
Critical Literacy in Early Childhood Education
Artful Story and the Integrated Curriculum©2009 Textbook -
New Literacies and Digital Epistemologies
ISSN: 1523-9543
New literacies emerge and evolve apace as people from all walks of life engage with new technologies, shifting values and institutional change, and increasingly assume 'postmodern' orientations toward their everyday worlds. Despite many efforts to take account of such changes, educational institutions largely remain out of touch with the range of new ways of making and sharing meanings that increasingly mediate and shape the lives of the young people they teach and the futures they face. This series aims to explore some key dimensions of the changes occurring within social practices of literacy and the educational challenges they present, with a view to informing educational practice in helpful ways. It asks what are new literacies,how do they impact on life in schools, homes, communities, workplaces, sites of leisure, and other key settings of human cultural engagement, and what significance do new literacies have for how people learn and how they understand and construct knowledge? It aims to challenge established and 'official' ways of framing literacy, and to ask what it means for literacies to be powerful, effective, and enabling under current and foreseeable conditions. Collectively, the works in this series will help to reorient literacy debates and literacy education agendas.
120 publications
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Critical Literacies and Language
Pedagogies of Social JusticeOne of the most fundamental aspects of a just society is the right to create equitable and inclusive spaces of belonging for all people while also confronting injustice and oppression. However, we are now in a time where seeking justice and equity is met with neoliberalism, which pervades the academy at all levels of education. Yet, for many, this is not a time for retreat, but rather a moment of solidarity, a time to create new knowledge and understanding through struggle. As Freire wrote, "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other." Thus, the purpose of this series is to provide literacy and language researchers, practitioners, as well as community activists, with a space to actualize and embody a restless, impatient never-finished objective of critical literacies and language education. It is the aim of this series to create a space to share research that promotes pedagogies of equity. We also recognize that different audiences have different needs. To that end, we seek to provide, when applicable, a "notebook" as a companion to research volumes to facilitate actionable steps for the PK-12 classroom or community spaces. This series is different as it approaches the dissemination of critical work from a place of intentionality to address the gap in disseminating research (typically read by scholars) and the need to have it "on the ground" for classroom teachers, community activists, and workers. By creating companion volumes (where applicable), there is a greater chance for sustained criticality in literacy education.
2 publications
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Meditations on Resistance
An Inquiry into AI, Critical Media Literacy, and Social Justice©2024 Textbook -
The Art of Critical Pedagogy
Possibilities for Moving from Theory to Practice in Urban Schools©2008 Textbook -
Media, Learning, and Sites of Possibility
©2008 Textbook -
Studies in Children's Literature
ISSN: 1531-3964
"This series will feature the work of leading and emerging scholars in children's literature who situate their study in an international literacy, cultural, and linguistic context, drawing on tools of historical research and theoretical paradigms from various disciplines, but offering new aesthetic frameworks as well as detailes textual analysis for the understanding of a literary phenomenon of enormous scope and power. The purpose of such a series is to expand dialogue among students and scholars of children's literature; questioning critical assumptions, including the notion of children's literature itself; opening new areas of inquiry; and advancing the serious exploration of that which is ostensibly written for the child." "This series will feature the work of leading and emerging scholars in children's literature who situate their study in an international literacy, cultural, and linguistic context, drawing on tools of historical research and theoretical paradigms from various disciplines, but offering new aesthetic frameworks as well as detailes textual analysis for the understanding of a literary phenomenon of enormous scope and power. The purpose of such a series is to expand dialogue among students and scholars of children's literature; questioning critical assumptions, including the notion of children's literature itself; opening new areas of inquiry; and advancing the serious exploration of that which is ostensibly written for the child." "This series will feature the work of leading and emerging scholars in children's literature who situate their study in an international literacy, cultural, and linguistic context, drawing on tools of historical research and theoretical paradigms from various disciplines, but offering new aesthetic frameworks as well as detailes textual analysis for the understanding of a literary phenomenon of enormous scope and power. The purpose of such a series is to expand dialogue among students and scholars of children's literature; questioning critical assumptions, including the notion of children's literature itself; opening new areas of inquiry; and advancing the serious exploration of that which is ostensibly written for the child."
1 publications
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Basic Writing in the 21st Century
©2024 Edited Collection -
Legein ta legomena. Herodotus' Stories as Natural Narrative
©2018 Monographs