This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Multiple Literacies and Multi-Literacies

Multiple Literacies and Multi-Literacies

Multiple literacies and multi-literacies

This chapter introduces and develops the thinking of New Literacy Studies and of the New London Group regarding the notions of multi and of multiple literacies and their implications for educational practice and in particular, the designing of programmes for literacy learning. The New Literacy Studies (NLS) adopts a ‘social practice’ approach to literacy, drawing upon ethnographic perspectives that study literacy practices across different cultural contexts and recognizing the plurality, therefore, of the literacy experience. Developments in Literacy Studies have been usefully summarized in articles by Gee (2000), Finnegan (1988), Besnier and Street (1994), and Street (1995). Books by Barton and Hamilton (1998), Barton, Hamilton, and Ivanic (1999), Maybin (1994), Street and Lefstein (2007), and Street (1995, 2005) ...

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