| 000 | 01558nam a22002537a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20241008103052.0 | ||
| 008 | 241008b |||||||| |||| 00| 0 eng d | ||
| 022 | _a00220574 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB5 JOU |
| 100 | 1 |
_aMoje, Elizabeth Birr _eauthor |
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| 245 | 1 | 0 |
_aExtended–-and Extending–-Literacies _ccreated Elizabeth Birr Moje and Tisha Lewis Ellison |
| 264 | 1 |
_aBoston: _bBUSE, _c2016 |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal of Education _vVolume 196, number 3 |
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| 520 | 3 | _aWe 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. | |
| 650 | _aLiteracies | ||
| 700 | 1 |
_aEllison, Tisha Lewis _eco-author |
|
| 856 | _uhttps://doi.org/10.1177/002205741619600305 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c167581 _d167581 |
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