Negotiating spaces for literacy learning
Subtitle: multimodality and governmentality
By: edited by Mary Hamilton, Rachel Heydon, Kathryn Hibbert, and Roz Stooke
Publisher: Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc
Published: 2015
Place of publication: London; New York
Language: eng
Number of pages: 260
ISBN-13: 9781472587466; 9781472587459; 9781472587480
Subjects: Technological innovations; Critical pedagogy; Study and teaching; Communication in education; Technological literacy; Literacy
Description: "Negotiating Spaces for Literacy Learning addresses two paradoxical currents that are sweeping through the contemporary educational field. The first is the opening up of possibilities for multimodal communication as a result of developments in digital technologies and the sensitivity to multiliteracies. The second is the increasing pressure from standardised testing, accountability and performance measurement which pull curricular and pedagogical practices out of alignment with the everyday informal practices and interests of teachers and learners and narrow opportunities for diverse expressions of literacy. Bringing together an international team of scholars to examine the tensions and struggles that result from the current educational climate, the book provides a much-needed discussion of the intersection of technologies of literacies, education and self. It does so through diverse approaches, including philosophical, theoretical and methodological treatments of multimodality and governmentality, and a range of literacies - early years, primary school, workplace, digital, middle school, secondary school, indigenous, adult and place. With examples taken from all stages of education and in several countries, the book allows readers to explore a range of multimodal practices and the ways in which governmentality plays out across them."--Bloomsbury Publishing.
Table of contents: title: Regimes of Literacy / Mary Kalantzis and Bill Cope; title: Beyond Governmentality : The Responsible Exercise of Freedom in Pursuit of Literacy Assessment / Sharon Murphy; title: Re-Centering the Role of Care in Young People's Multimodal Literacies : A Collaborative Seeing Approach / Wendy Luttrell and Claire Fontaine; title: Multimodality and Governmentality in Kindergarten Literacy Curricula / Rachel Heydon; title: Re-Educating the Educator's Gaze : Is Pedagogical Documentation Ready for School? / Roz Stooke; title: Regulatory Gaze and "Non-sense" Phonics Testing in Early Literacy / Rosie Flewitt and Guy Roberts-Holmes; title: Critical and Multimodal Literacy Curricula Peggy Albers, Jerome C. Harste, and Vivian Maria Vasquez; title: Governing through Implicit and Explicit Assessment Acts : Multimodality in Mathematics Classrooms / Lisa Bjorklund Boistrup; title: The Secret of "Will" in New Times : Assessment Affordances of a Cloud Curriculum / Kathryn Hibbert; title: Myth Making and Meaning Making : The School and Indigenous Children / David Rose; title: Digital Literacies and Higher Education / Richard Andrews; title: The Pecket Way : Negotiating Multimodal Learning Spaces in a User-run Community Education Project / Mary Hamilton; title: Beyond Essential Skills : Creating Spaces for Multimodal Text Production within Canada's 'Minimal Proficiency' Policy Regime / Suzanne Smythe.