1st Edition
The Routledge Handbook of Literacy Studies
The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the Handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry. The Handbook is divided into eight sections:
• The foundations of literacy studies
• Space-focused approaches
• Time-focused approaches
• Multimodal approaches
• Digital approaches
• Hermeneutic approaches
• Making meaning from the everyday
• Co-constructing literacies with communities.
This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.
List of Figures
List of Tables
Notes on Contributors
Acknowledgements
Introduction
Jennifer Rowsell and Kate Pahl
PART I
The foundations of literacy studies
1 The social and linguistic turns in studying language and literacy
David Bloome and Judith Green
2 The New Literacy Studies
James Paul Gee
3 Postcolonial approaches to literacy: understanding the "other"
Rahat Naqvi
4 Critical literacy education: a kaleidoscopic view of the field
Rebecca Rogers and Katherine O’Daniels
5 Bi/multilingual literacies in literacy studies
Angel M. Y. Lin and David C. S. Li
PART II
Space-focused approaches
6 Socio-spatial approaches to literacy studies: rethinking the social constitution and politics of space
Kathy A. Mills and Barbara Comber
7 Ecological approaches to literacy research
Sue Nichols
8 Rural literacies: text and content beyond the metropolis
Michael Corbett
9 Urban literacies
Valerie Kinloch
10 Indigenous literacies in literacy studies
Lynn Mario T. Menezes de Souza
11 Faith literacies
Andrey Rosowsky
PART III
Time-focused approaches
12 Historical inquiry in literacy education: calling on clio
Bill Green and Phillip Cormack
13 Postmodernism and literacy studies
Lalitha Vasudevan, Kristine Rodriguez Kerr, Tara L. Conley, and Joseph Riina-Ferrie
14 Longitudinal studies and literacy studies
Catherine Compton-Lilly
15 Literacy policy and curriculum
Jim Cummins
PART IV
Multimodal approaches
16 Multimodal social semiotics: writing in online contexts
Myrrh Domingo, Carey Jewitt and Gunther Kress
17 The semiotic mobility of literacy: four analytical approaches
Denise Newfield
18 Remaking meaning across modes in literacy studies
Diane Mavers
19 Multimodality and sensory ethnographies
Abigail Hackett
20 Cultural affordances of visual mode texts in and of Japanese landscapes and young children’s emerging comprehension of semiotic texts
Dylan Yamada-Rice
21 Social design literacies: designing action literacies for fast-changing lives
Jay Lemke and Caspar van Helden
PART V
Digital approaches
22 Popular culture, digital worlds and second language learners
Alice Chik
23 Videogames and literacies: historical threads and contemporary practices
Sandra Schamroth Abrams
24 Virtual spaces in literacy studies
Julia Gillen
25 Consumer literacies and virtual world games
Rebekah Willett
26 Facebook narratives
Julia Davies
PART VI
Hermeneutic approaches
27 Literary theory and new literacy studies: conversations across fields
Richard Steadman-Jones and Kate Pahl
28 Looking good: aesthetics, multimodality and literacy studies
Theo van Leeuwen
29 Poetry, metaphor and performance: literacy as a philosophical act
Kathleen Gallagher
30 Phenomenology and literacy studies
Rachel Heydon and Jennifer Rowsell
31 Hermeneutics of literacy pedagogy
Rob Simon and Gerald Campano
PART VII
Making meaning from the everyday
32 Materialising literacies
Kate Pahl and Hugh Escott
33 Moving voices: literacy narratives in a testimonial culture
Mary Hamilton
34 (Im)materialising literacies
Cathy Burnett
35 English language learners, participatory ethnography and embodied knowing within literacy
Burcu Yaman Ntelioglou
36 Making, remaking, and reimagining the everyday: play, creativity, and popular media
Karen E. Wohlwend
37 Literacy as worldmaking: multimodality, creativity and cosmopolitanism
Amy Stornaiuolo
PART VIII
Co-constructing literacies with communities
38 Literacy studies and situated methods: exploring the social organization of household activity and family media use
Lisa H. Schwartz and Kris D. Gutiérrez
39 Oral history as a community literacy project
Valerie J. Janesick
40 Participatory methodologies and literacy studies
Saskia Stille
41 The affordances and challenges of visual methodologies in literacy studies
Maureen Kendrick
42 Literacy with mobiles in print poor communities
Sue Muller, Hilary Janks, and James EM Stiles
43 Literacies and research as social change
Claudia Mitchell and Casey Burkholder
Index
Biography
Jennifer Rowsell is Professor and Canada Research Chair at Brock University. She has cowritten and written several books in the areas of New Literacy Studies, multimodality and multiliteracies, including Working with Multimodality (Routledge, 2013).
Kate Pahl is a Professor of Literacies in Education at The University of Sheffield. She is the author, with Jennifer Rowsell, of several books on literacy including Artifactual Literacies: Every Object Tells a Story (2010), and Materializing Literacies in Communities (2014).
"This remarkable volume is a landmark in the development of Literacy Studies. It uncovers a vibrant and wide-ranging field, making clear different strands of research and distinct approaches. The individual chapters provide a firm basis for identifying directions for future research and the book will be an essential reference for years to come." David Barton, Lancaster University, UK
