Extended–-and Extending–-Literacies created Elizabeth Birr Moje and Tisha Lewis Ellison

By:

Moje, Elizabeth Birr [author]

Contributor(s):

Ellison, Tisha Lewis [co-author]

Material type: Text

TextSeries: Journal of Education ; Volume 196, number 3Boston: BUSE, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

00220574

Subject(s):

Literacies

LOC classification:

LB5 JOU

Online resources:

Click here to access online

Abstract: We examine the impact of Becoming a Nation of Readers: The Report of the Commission on Reading (BNR) (Anderson, Hiebert, Scott, & Wilkinson, 1985) with the idea of extending literacy learning beyond the early grades, describing present-day conceptions of secondary-school literacy learning, and calling to further extend the concept of extended literacy. In particular, we consider the ways that sociocultural theories of reading and ‘new literacies’ extend the field's thinking about literacy beyond the classroom/school to include ‘everyday’ literacy settings. Finally, we examine how the concept of extended literacy can be understood as extending conceptions of what it means to read, particularly in an age of digital tools and easy access to information.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB5 JOU (Browse shelf(Opens below))	Vol. 196, no. 3 (pages 27-34)	SP28275	Not for loan	For in house use

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Previous	LB5 JOU Journal of education	LB5 JOU From “what is reading?” to what is literacy?	LB5 JOU Emerging Reading and the Social Practice Turn in Literacy: Still becoming a nation of readers	LB5 JOU Extended–-and Extending–-Literacies	LB5 JOU The teacher and the classroom	LB5 JOU Epilogue: looking back to look ahead	LB5 JOU Difference not deficit: Reconceptualizing mathematical learning disabilities	Next

We examine the impact of Becoming a Nation of Readers: The Report of the Commission on Reading (BNR) (Anderson, Hiebert, Scott, & Wilkinson, 1985) with the idea of extending literacy learning beyond the early grades, describing present-day conceptions of secondary-school literacy learning, and calling to further extend the concept of extended literacy. In particular, we consider the ways that sociocultural theories of reading and ‘new literacies’ extend the field's thinking about literacy beyond the classroom/school to include ‘everyday’ literacy settings. Finally, we examine how the concept of extended literacy can be understood as extending conceptions of what it means to read, particularly in an age of digital tools and easy access to information.

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