MARC Record from marc_nuls

LEADER: 04290cam 2200397 i 4500
001 9925202571701661
005 20151012085620.0
008 140714s2015 nyu b 001 0 eng
010 $a2014013695
019 $a894025405
020 $a9780415737777 (hardback)
020 $a041573777X (hardback)
020 $a9780415737784 (paperback)
020 $a0415737788 (paperback)
020 $z9781315817811 (e-book)
035 $a99963848619
035 $a(OCoLC)878976284$z(OCoLC)894025405
035 $a(OCoLC)ocn878976284
040 $aDLC$beng$erda$cDLC$dYDXCP$dBTCTA$dBDX$dUKMGB$dWAU$dOCLCF$dTXI$dSHH
042 $apcc
050 00 $aLC149$b.L36 2015
082 00 $a302.2/244$223
245 00 $aLearning and literacy over time :$blongitudinal perspectives /$cedited by Julian Sefton-Green and Jennifer Rowsell.
264 1 $aNew York :$bRoutledge,$c2015.
300 $avi, 210 pages ;$bill$c24 cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
520 $a"Learning and Literacy over Time addresses two gaps in literacy research--studies offering longitudinal perspectives on learners and the trajectory of their learning lives inside and outside of school, and studies revealing how past experiences with literacy and learning inform future experiences and practices. It does so by bringing together researchers who revisited subjects of their initial research conducted over the past 10-20 years with people whom they encountered through ethnographic or classroom-based investigations and are the subjects of previous published accounts. The case studies, drawn from countries in three continents and covering a range of social worlds, offer an original and at times quite an emotive interpretation of the effects of long-term social change in the UK, the US, Australia and Canada; the claims and aspirations made by and for certain kinds of educational interventions; how research subjects reflect on and learn from the processes of being co-opted into classroom research as well as how they make sense of school experiences; some of the widespread changes in literacy practices as a result of our move into the digital era; and above all, how academic research can learn from these life stories raising a number of challenges about methodology and our claims to 'know' the people we research. In many cases the process of revisiting led to important reconceptualizations of the earlier work and a sense of 'seeing with new eyes' what was missed in the past. The reflections on methodology and research processes will interest postgraduate and academic researchers. The studies of change and of long-term effects are widely relevant to teacher educators and scholars in language and literacy education, educational anthropology, life history research, media and cultural studies, and sociology"--$cProvided by publisher.
504 $aIncludes bibliographical references and index.
505 00 $gIntroduction:$tMaking sense of longitudinal perspectives on literacy learning, a revisiting approach /$rJulian Sefton-Green --$tSchool literate repertoires: that was then,this is now /$rBarbara Comber --$tFire+Hope up: on revisiting the process of revisiting a literacy-for-social action project /$rClaudia Mitchell --$tCultural studies went to school and where did it end up? /$rJulian Sefton-Green --$tRevisiting children and families: temporal discourse analysis and the longitudinal construction of meaning /$rCatherine Compton-Lilly --$tWho were we becoming? Revisiting cultural production in room 217 /$rSaskia Stille --$tThe everyday and faraway: revisiting Local literacies /$rMary Hamilton --$tArtifacts of resilience: enduring narratives, texts, practices across three generations /$rKate Pahl and Aliya Khan --$tReframing reading youth writing /$rMichael Hoechsmann and Naomi Lightman --$tA steadfast revisit: keeping with tradition, in a different space and time /$rJennifer Rowsell --$tDrama and the literacy of lives in progress /$rKathleen Gallagher --$tLife in rhyme: art, literacy and survival /$rGlynda A. Hull and Randolph Young.
650 0 $aLiteracy.
650 0 $aLiteracy$vLongitudinal studies.
700 1 $aSefton-Green, Julian.
947 $hJUVENILE$r31786103003569
980 $a99963848619