000			02091nam a22002657a 4500
003			ZW-GwMSU
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008			241008b |||||||| |||| 00| 0 eng d
022			_a00220574
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB5 JOU
100	1		_aHoffman, James V. _eauthor
245	1	0	_aEmerging Reading and the Social Practice Turn in Literacy: _bStill becoming a nation of readers _ccreated by
264	1		_aBoston: _bBUSE, _c2016
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Education _vVolume 196, number 3
520	3		_aIn this article, we focus on the past, the present, and the future. We consider the ways in which Becoming a Nation of Readers: The Report of the Commission on Reading (BNR) (Anderson, Hiebert, Scott, & Wilkinson, 1985) fulfilled the authors’ aspirations to introduce into schools everywhere “the practices seen in the classrooms of the best teachers in the best schools” (p. 3). We focus on the emerging literacy chapter and conclude that the authors offered significant insights for the field at a critical time in reading research and in a way that anticipated the future. We also examine some changes in literacy theory and practice since the report was published, including fundamental shifts in the ways many researchers have come to explore literacy as an emerging social practice both at the individual and societal levels. We consider the literacy as a social practice turn, first in relation to literacy theory, and then in two areas critically related to literacy practices in schools today: teaching bi/multilingual children and teacher preparation in literacy. We conclude with a cautionary note regarding reports like BNR and their potential to shape policy, research, and practice.
650			_aEmerging reading and the social practice _vLiteracy _xNation of readers
700	1		_aMartinez, RamÓN A. _eauthor
700	1		_aDanielson, Katie
856			_uhttps://doi.org/10.1177/002205741619600304
942			_2lcc _cJA
999			_c167578 _d167578