scholarly journals Old Literacies and the “New” Literacy Studies: Revisiting Reading and Writing

Seminar.net ◽  
2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Norm Friesen Ph.D.
Keyword(s):  
Media Coverage ◽  
Standardized Test ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Math Scores ◽  
Student Reading ◽  
Interpretive Practices

As media coverage of standardized test results shows, student reading, writing and math scores are a matter of keen national and international concern. It is therefore astonishing that dominant theories of “literacies” do not systematically differentiate between these “tested” abilities and much more vernacular forms. This paper addresses this gulf between theory and practice beginning with a brief précis of the now-dominant “new” or “multimodal” literacy studies, and of the development of these approaches from work in comparative cultural anthropology. It then highlights findings from recent archeological research that suggests quite different conclusions about the development and reproduction of sophisticated inscriptive and interpretive practices in human societies. The paper concludes by considering the broad implications of these findings, and of the concomitant normative investment of education to established textual forms and standards.

New Literacies in 21st Century Classrooms

2017 ◽  
pp. 22-42
Keyword(s):  
21St Century ◽  
Literacy Practices ◽  
Theory And Practice ◽  
Social Semiotics ◽  
Language And Literacy ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Everyday ◽  
Insight Into

Understanding 21st century communication requires an acknowledgement of the increasing role technology plays in the everyday lives of children. At home, children routinely engage in techno-literate environments where they use multiple modes for playing and learning. In order to build a bridge between theory and practice, it is helpful to draw upon the field of multiliteracies, New Literacy Studies, and social semiotics. Applying these theories to the language and literacy practices of elementary students provides insight into text making and the design process or fit between modes and affordances. This chapter helps the reader gain the necessary background for grasping the complexities involved in producing coherent and cohesive texts.

scholarly journals CULTURA ESCRITA E ESCOLARIZAÇÃO: ATUAÇÃO DOCENTE NA AMPLIAÇÃO DOS USOS SOCIAIS DA ESCRITA POR ESTUDANTES ORIUNDOS DE UM PROGRAMA DE CORREÇÃO DE FLUXO

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Priscila De Sousa
Keyword(s):  
Social Practice ◽  
Written Language ◽  
Theory And Practice ◽  
Literacy Studies ◽  
Porto Alegre ◽  
New Literacy ◽  
New Literacy Studies ◽  
Belo Horizonte ◽  
Literacy As Social Practice

O tema deste estudo é atuação docente na ampliação dos usos sociais da escrita por alunos oriundos de um programa de correção de fluxo. Tem como fundamentação teórica os Estudos do Letramento e é movido pelo objetivo de descrever analiticamente um processo de ensino escolar desenvolvido a partir de um projeto de letramento. Busca apresentar formas de empreender um processo escolar que promova participação em eventos de letramento, ampliação das práticas de letramento e imersão na cultura escrita. As compreensões provenientes desta pesquisa repercutiram no desenvolvimento de ações movidas pelo compromisso de contribuir para o processo de imersão dos alunos na cultura escrita. BARTON, David. Literacy: an introduction to the ecology of written language. Oxford: Blackweell, 2010 [1994].HAMILTON, Mary. Expanding the new literacy studies: using photographs to explore literacy as social practice. In: BARTON, D.; HAMILTON, M.; IVANIC, R. (Orgs.). Situated literacies. London: Routledge, 2000.KLEIMAN, Angela B. (Org.) Os significados do letramento: uma nova perspectiva sobre a prática da escrita. Campinas, SP: Mercado dos Letras, 2001 [1995].KLEIMAN, A. (Org.) O ensino e a formação do professor: alfabetização de jovens e adultos. Porto Alegre: Artes Médicas, 2000.OLIVEIRA, Maria do Socorro; Gêneros textuais e letramento. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 10, n. 2, p. 325-345, 2010.STREET, Brian. Literacy in theory and practice. Cambridge: CUP, 1984. ______. Abordagens alternativas ao letramento e desenvolvimento. Teleconferência Brasil sobre o letramento, outubro de 2003.

scholarly journals Multiple Literacies Theory: how it functions, what it produces

Perspectiva ◽  
2010 ◽  
Vol 28 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Multiple Literacies ◽  
Literacy Studies ◽  
Writing Systems ◽  
New Literacy ◽  
New Literacy Studies ◽  
The World ◽  
The Moment

At the moment, there are two literacy theories that seem to dominate the research on literacies. They are known as the New Literacy Studies (NLS) (BARTON; HAMILTON; IVANIČ; 2002; STREET, 2003) and Multiliteracies (COPE; KALANTZIS, 2009). This article is about a different theory, Multiple Literacies Theory (MLT) that demarcates itself from them ontologically and epistemologically. It will also highlight aspects of NLS and Multiliteracies in order to point out the differences with MLT. This article aims to put forward the major concepts that underlie this theory and present vignettes from a study examining how perceptions of writing systems in multilingual children contribute to reading, reading the world and self as texts.

scholarly journals Typing your way to technical identity

Pragmatics ◽  
2015 ◽  
Vol 25 (4) ◽  
pp. 553-572 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Identity Performance ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Online Environments ◽  
Creative Self

Informal, online environments facilitate creative self-expression through typographic and orthographic stylistics. Yet, ideologies of writing may be invoked to discourage written forms that are purportedly difficult to read. This paper analyzes how members of an online, text-based, gaming community negotiate appropriate, written communications as expressions of technical identity. These encounters may reify communities of technologists who are associated with using or avoiding forms such as abbreviations, capital letters, and “leet speak.” Amid the technologizing of the word, the paper argues that those who do not conform to assumed norms may be indexed as less technical than those who do. By examining troubled encounters, the paper explores how metapragmatic negotiations affect creativity and technical identity performance online. The paper argues that contrary to discourses that online interactants pay little attention to written stylistics, the present participants closely attended to subtle and small forms. Further, it discusses how ideologies may be idiosyncratically applied to assist in forming asymmetrical, technical identities. Finally, it argues that technical affiliations are just as important to study as other variables such as gender, ethnicity, age, and class that have traditionally received attention in analyses of ideologies of writing and New Literacy Studies.

What is visual-numeric literacy, and how does it work?

2020 ◽  
Author(s):  
Elise Seip Tønnessen
Keyword(s):  
Social Science ◽  
Upper Secondary School ◽  
Literacy Studies ◽  
Science Classrooms ◽  
New Literacy ◽  
New Literacy Studies ◽  
Use Of Data ◽  
Upper Secondary ◽  
System Variables ◽  
Data Visualizations

This article explores the concept of literacy related to the use of data visualizations. Literacy is here understood as the ability to make sense from semiotic resources in an educational context. Theoretically the discussion is based in social semiotic theory on multimodality in the tradition of New Literacy Studies. Empirical examples are taken from observations in two Social Science classrooms in upper secondary school in Norway, where the students work with publicly available data visualizations to answer tasks designed by their teacher. The discussion sums up factors that affect reading and learning from such complex resources: taking time to explore axis system, variables, and digitally available options; questioning data; and contextualizing results.

scholarly journals Tracing interacting literacy practices in master's dissertation writing

2017 ◽  
Author(s):  
Kathrin Kaufhold
Keyword(s):  
Social Practice ◽  
Literacy Practices ◽  
Academic Literacies ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Business Partners ◽  
Dissertation Writing ◽  
Interdisciplinary Approaches

Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

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