By Laurie MacGillivray
"Fresh, provocative, well timed, and significant, this quantity extends the sector of sociocultural literacies in new directions."--Marjorie Faulstich Orellana, collage of California, Los Angeles
On the frontline of severe concerns in schooling at the present time, this e-book covers new flooring for academics and instructor educators for whom predicament is a regular a part of their paintings. It explores the connection among main issue and literacy so as to:
- improve educators’ skill to acknowledge, do something about, and keep away from crisis;
- advance figuring out of the dynamic dating among situation and cultural, old, and political literacy practices; and
- contribute to a deeper theoretical knowing of literacy practices as they're positioned in social practices.
The different types of crises addressed are assorted, together with average catastrophe, cultural and neighborhood disjuncture, homelessness, kinfolk upheaval, teenager being pregnant, and incapacity. in addition to 9 empirical reports, a instructor early in her profession, a veteran instructor, and instructor educators percentage their views in remark sections on the commencing and end of the ebook so as to offer functions to their particular fields.
Read or Download Literacy in Times of Crisis: Practices and Perspectives PDF
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Additional info for Literacy in Times of Crisis: Practices and Perspectives
Sample text
Text messaging provided an important literacy practice to its communities of users before Hurricane Katrina, and the practice of sending text messages became even more powerful after the Hurricane when it was the only reliable way to communicate. April and her husband would have been able to access this practice except neither of them knew how; because of their lack of familiarity with text messaging, they weren’t even aware that this technology would have allowed them to communicate in the aftermath of the Hurricane.
Besides many informal discussions, structured interviews were also conducted with nine children, five mothers, and two members of the shelter staff. The purpose was to extend and clarify information gathered during observations. In the interviews with children, topics included their perceptions of and purposes for reading and writing, their literacy habits and activities in-school and out-of-school, the reading and writing of those around them, and the details of shelter life. This paper focuses primarily on a group interview with four children (see Norton’s 2006 exploration on children as informants on family spirituality).
Theoretical Framework In this chapter, I position literacy practices within larger social practices as a way to attach meaning that is grounded in context. The attention to social literacy practices refers to the “general cultural ways of utilizing literacy which people draw upon in particular situations” (Barton, 2001, p. 96). This belief is nestled within socio-cultural theory, which examines literacy practices that “refer to the broader cultural conception of particular ways of thinking about and doing reading and writing in cultural contexts” (Street, 2001, p.
