The 8th Edition is updated to represent a new era in contemporary critical scholarship. With a revised name, the intentional inclusion of diverse perspectives, and new organizational structure, Theories, Models, and Practices of Literacy represents the theories that drive literacy and the scholars who write about and within the field.
This Eighth Edition of Theoretical Models and Processes of Literacy, a foundational text in literacy research, is updated to represent a new era in contemporary and critical scholarship. With a revised name, the intentional inclusion of diverse perspectives, and new organizational structure, Theories, Models, and Practices of Literacy thoroughly represents the theories that drive literacy and the scholars who write about and within the field.
While still representing the most comprehensive source for connecting theories to literacy research and practice, this Eighth Edition builds on preceding editions, contextualizing its historical roots, promoting and highlighting contemporary and critical theories, and envisioning future directions in literacy. This volume addresses theories across ten sections, including early, youth, and community literacies; teaching literacy and literacy teacher education; dis/abilities and disciplinary literacy theories; digital and multimodal literacies; and the disruption of colonial boundaries in language and global literacies. The chapters in this volume are curated to inspire the interrogation of literacy theory and foster its evolution. Additional archival essays from previous editions will remain available as Support Material on the book’s webpage.
New to the Eighth Edition:
• 80% new material to reflect emerging and contemporary theories and scholarship.
• A more globalized approach to theorizing literacy practices, including those with onto-epistemological perspectives rooted in people's lived experiences, literacies, and languages to engage scholars and audiences who may be new users of the text.
• Focus on theories that actively challenge traditional theoretical literacy frames and raise critical consciousness towards communities marginalized by the 'white gaze' historically represented in literacy theory, literacy research, and literacy education.
• New avenues for readers to explore how theory informs practice, practice informs theory, and how both are "taken up" in various contexts (e.g., classrooms, schools, communities, and societies).
Arvustused
This volumes comprehensive nature and focus is its strength I think this text would offer any researcher, whether faculty or graduate student, sure footholds for realizing excellent literacy scholarship. We need this text.
James Joshua Coleman, Assistant Professor of English Education, University of Iowa
The authors affirm the identities of marginalized communities by critiquing traditional literacy theories and providing considerable space in this volume to theories that support the role of identity, culture and community in literacy. In addition, the authors de-center Western literacies by giving considerable coverage to global literacies The new edition will not only provide an excellent resource for theories and models across various contexts but also serve as a text that promotes equity and inclusion.
Ekaterina Midgette, Associate Professor, Education Specialties, St. Johns University
Section 1: Disrupting Colonial Boundaries Through Theories of Languaging
1. Complicating Postcolonial Logics: Toward Transraciolinguistic Justice in
Literacy Instruction
2. Anchoring Translanguaging Theory in Our Own
Testimonios
3. Untapped Possibilities: Intersectionality Theory, Literacy
Research, Teacher Education, and Teaching Section 2: Young Childrens
Literacies
4. Rethinking (Il)literate Bodies: Critical Posthumanism and
Minoritized Childrens Literacies
5. Play as the Literacy of Children:
Imagining Otherwise in Constrained Classrooms
6. The Simple View of Reading
is Not So Simple: Fundamental Problems and Suggested Alternatives Section 3:
Youth Literacies
7. Afrofuturist Literacies and the Textual Geographies of
Black Futures
8. Supporting Youths Culturally Relevant & Sustaining Peer
Interactions in Literacy Teaching and Learning
9. Playing with(in) Platforms:
A Sociomaterial Perspective on Literacy and Video Games
10. Positioning
Youth: Contemporary Waves of Theory Building in Writing and Writing
Development Section 4: Disciplinary Literacy
11. Noticing for Equity in
Disciplinary Literacy Instruction
12. Reimagining Science Literacies with
Performing Arts Practices: The Salience of the Body
13. Broadening Theories
of Disciplinary Literacy to Include Young Children Section 5: Home and
Community as Sites of Critical Literacies
14. From las Semillas to el Árbol:
Cultivating a Borderlands Biliteracies Framework
15. The Creative Artistry of
Home as Fugitivity
16. A Communal Pedagogy of Resistance and Its Communal
Organizing Literacies: Theorizing the Practices of Latine/x Immigrants
Organizing Section 6: Literacy Teaching to Literacy Teacher Education:
Personal and Professional Journeys into Theory and Practice
17. Radically
Reimagining Teacher Education Through Embodiment and Improvisation
18.
Coalitional Counternarratives: Advancing Justice-Oriented Literacy Teacher
Preparation Through CRT Methodologies and Action Research in Collective
Spaces
19. Third Space, Boundary Crossing, and Hybrid Space as Theoretical
Frameworks for Research into Transformative Literacy Teacher Preparation
Section 7: Introduction: (Re)Theorizing: Reading Disabilities
20. A
Historical Perspective on Theoretical Frameworks for Reading Disability
21.
Neurological Queerness: A Guiding Theoretical Framework for Justice-Oriented
Dis/ability and Literacy Research
22. Meaning-Making at the Margins: DisCrit
in and Through Early Literacy Research and Practice Section 8: Futuring,
Pasts, and Presence: Digital Lives, Worlds, and Literacies
23. Black Girls,
Blogs, and Books: Toward an Urban Digital Literacies Framework
24.
Envisioning and Enacting Rightful Literary Presence with Immigrant Youth as
Everyday Teaching Practice
25. Caught Up in the Moment: Seeking Magic in
Literacy Research Section 9: Transglobal, Multimodal Lives, Texts, and
Literacies
26. To Play as One Does: Affirming Affective Positionalities to
Address Social Justice Issues
27. Thinking Together: Unsettling Knowledge
Hegemonies Through Intentional Epistemic Partnerships in Literacy Research
and Practice
28. African Orality and Storytelling as Theoretical Framework
and Approach in Literacy Research and Education Section 10: Global Literacies
29. Advancing Theoretical Perspectives on Transnationalism in Literacy
Research: Theorizing Inside the Racial Turn and Postsecondary Education
30.
Critical Literacy, Pedagogy, and Democratic Education
31. Precarity:
Theorizing Practices of Critical Media Literacy for a More Just Future
Misty Sailors is a Professor Emeritus at the University of Texas at San Antonio and Director of Literacy Research at WestEd.
Idalia Nuñez is an Associate Professor of Language and Literacy in the Department of Curriculum and Instruction at the University of Illinois Urbana-Champaign.
Vaughn W. M. Watson is an Associate Professor of English Education, in the Department of Teacher Education, at Michigan State University.
James V. Hoffman is a Professor Emeritus of Language and Literacy at The University of Texas at Austin.
Donna E. Alvermann is the Omer Clyde and Elizabeth Parr Aderhold Professor of Education, and Distinguished Research Professor, Emeritus, at the University of Georgia in Athens.
