Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.
Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander and Patricia Enciso.
The text also offers reflections on theoretical foundations for research, exploring literacy as a practice grounded in social, cultural, historical and political contexts and in relationships of power.
This second edition includes: New chapters covering digital literacy, space and play, and multimodality; Examples and contributions from a range of international contexts, including US, UK, Canada, Australia and South Africa; Further reading links.
Essential reading for students at undergraduate and post-graduate level on primary education courses and an invaluable guide for anyone wanting to understand literacy theory and successfully apply this to the classroom.
Chapter 7: Reframing Sociocultural Theory: Identity, Agency, and Power
Reframing Sociocultural Theory: Identity, Agency, and Power
What does it mean to say that learning is changing participation? How do activities change by our participation in them? And what does any of this have to do with classrooms? It has always been surprising to us that people talk about teaching yet tend not to talk about learning. When people do talk about learning they usually assume a shared understanding of what learning means and how people do it. Typically, learning is equated with achievement and achievement is measured solely by a test score (Larson, 2014). It is commonly based on their own perceptions of how they learned and that ‘real’ learning, whatever that means, happens in school. Recent scholarship ...