4. The Expansion of Popular Literacy in the Nineteenth Century

2017 ◽  
pp. 113-136
Keyword(s):  
Nineteenth Century ◽  
Popular Literacy

Victorian Subjects - Subjectivities: A History of Self-Representation in Britain, 1832–1920. By Regina Gagnier. New York: Oxford University Press, 1991. $35.00. - The Rise of Popular Literacy in Victorian England: The Influence of Private Choice and Public Policy. By David F. Mitch. Philadelphia: University of Pennsylvania Press, 1992. Pp. xxiii + 340. $34.95. - “Shattered Nerves”: Doctors, Patients, and Depression in Victorian England. By Janet Oppenheim. New York: Oxford University Press, 1991. Pp. viii + 388. $27.95. - Love in the Time of Victoria: Sexuality, Class and Gender in Nineteenth-Century London. By Francoise Barret-Ducrocq. Translated by John Howe. New York: Verso, 1991. Pp. 225. $29.95. - Limited Livelihoods: Gender and Class in Nineteenth-Century England. By Sonya O. Rose. Berkeley and Los Angeles: University of California Press, 1992. Pp. 303. $39.95. - Actresses as Working Women: Their Social Identity in Victorian Culture. By Tracy Davis. New York: Routledge, Chapman & Hall, 1991. Pp. vxi + 200. $49.95. - The Making of Victorian Drama. By Anthony Jenkins. New York: Cambridge University Press, 1991. Pp. xi + 301. $49.50.

1995 ◽  
Vol 34 (3) ◽  
pp. 412-422
Author(s):  
Dina M. Copelman
Keyword(s):  
Nineteenth Century ◽  
New York ◽  
Los Angeles ◽  
University Of Pennsylvania ◽  
Victorian Culture ◽  
Victorian England ◽  
Oxford University ◽  
Popular Literacy ◽  
And Gender ◽  
Oxford University Press

scholarly journals The Uses of Multimedia: Three Digital Literacy Case Studies

2008 ◽  
Vol 128 (1) ◽  
pp. 59-72 ◽  
Author(s):  
John Hartley ◽  
Kelly McWilliam ◽  
Jean Burgess ◽  
John Banks
Keyword(s):  
Nineteenth Century ◽  
Informal Learning ◽  
Case Studies ◽  
Digital Literacy ◽  
Formal Education ◽  
Digital Storytelling ◽  
Online Game ◽  
Massively Multiplayer Online Game ◽  
Consumer Agency ◽  
Popular Literacy

We identify some tensions between formal education and informal learning in the uses of popular literacy since the nineteenth century, in order to argue for a ‘demand-led’ model of education in digital literacy. We go on to analyse three case studies — digital storytelling, the Flickr photosharing site and the MMOG (massively multiplayer online game) Fury — to discuss issues arising from demand-led learning, which requires a procedural (not propositional) model of knowledge, a vernacular and informal model of creativity, and a ‘navigator’ and entrepreneurial model of consumer agency. In light of these examples, the article raises the question of how digital literacy can and should be taught.

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