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Rationality and the Literate Mind Roy Harris, University of Oxford, UK Series: Routledge Advances in Communication and Linguistic Theory This book re-examines the old debate about the relationship between rationality and literacy. Does writing ’restructure consciousness?’ Do preliterate societies have a different ’mind-set’ from literate societies? Is reason ’built in’ to the way we think? How is literacy related to numeracy? Is the ’logical form’ that Western philosophers recognize anything more than an extrapolation from the structure of the written sentence? Is logic, as developed formally in Western education, intrinsically beyond the reach of the preliterate mind? What light, if any, do the findings of contemporary neuroscience throw on such issues? Roy Harris challenges the received mainstream opinion that reason is an intrinsic property of the human mind, and argues that the whole Western conception of rational thought, from Classical Greece down to modern symbolic logic, is a by-product of the way literacy developed in European cultures. January 2009: 229 x 152: 206pp Hb: 978-0-415-99901-4: $128.00 For more information, visit: www.routledge.com/9780415999014
Communication, Language and Literacy in the Early Years Foundation Stage Helen Bradford, University of Cambridge, UK Series edited by Sandy Green Series: Practical Guidance in the EYFS
The Practical Guidance in the Early Years Foundation Stage series will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage.
Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. 2008: 234 x 156: 144pp Pb: 978-0-415-47427-6: $31.95 For more information, visit: www.routledge.com/9780415474276
Literacy and Gender
Literacies Series Editors: Adrian Beard, University of Newcastle-Upon-Tyne, UK and Angela Goddard, York St. John University, UK The aim of Literacies is to publish books on reading and writing which consider literacy as a social practice and which situate reading and writing within their broader institutional contexts.
Researching Texts, Contexts and Readers Gemma Moss, Institute of Education, University of London, UK Literacy and Gender provides a major contribution to general debates about literacy and gender in schools as well as providing practical support to those researching literacy. This is essential reading for anyone with an interest in applied linguistics, education or gender studies. 2008: 234 x 156: 232pp Hb: 978-0-415-23456-6: $120.00 Pb: 978-0-415-23457-3: $45.95 For more information, visit: www.routledge.com/9780415234573
New
Design Literacies Learning from Digital Environments
Literacy, Lives and Learning
Mary P. Sheridan, University of Wyoming, USA and Jennifer Rowsell, Rutgers University, USA
David Barton, Lancaster University, UK, Roz Ivanic, Yvon Appleby, Rachel Hodge and Karin Tusting
Design Literacies: Learning from Digital Environments explores new ways of meaning making by examining the practices, stories, and products of new and digital media producers with the goal of understanding the logic of marketplace production.
Demonstrating what it is like to be an adult learner in today’s world, this book focuses on language, literacy and numeracy learning. The authors explore the complex relationship between learning and adults’ lives, following a wide range of individual students in various formal learning situations, from college environments to a young homeless project, and a drug support and aftercare centre.
Based on interviews with thirty new media and digital technology producers, including designers of video games, community activists and marketers of digital technologies, Design Literacies looks at the shared patterns and common themes and offers a window into contemporary out-of-school practices, a language to describe these practices and a pedagogy that better meets students’ needs in this new media and digital age. With a foreword by Gunther Kress and an afterword by James Paul Gee, Design Literacies: Learning from Digital Environments will be of interest to post graduate students of applied linguistics, media studies and education. May 2010: 234 x 156: 144pp Hb: 978-0-415-55962-1: $145.00 Pb: 978-0-415-55964-5: $44.95 For more information, visit: www.routledge.com/9780415559645
The study is rooted in a social practices approach and examines how people’s lives shape their learning. Themes addressed range from: how literacy is learned through participation and how barriers such as violence and ill-health impact on people’s lives. Based on a major research project and detailed, reflexive and collaborative methodology, the book describes a coherent strategy of communication and impact which will have a direct effect on policy and practice 2007: 234 x 156: 192pp Hb: 978-0-415-42485-1: $145.00 Pb: 978-0-415-42486-8: $45.95 For more information, visit: www.routledge.com/9780415424868
Situated Language and Learning Grassroots Literacy
A Critique of Traditional Schooling
Writing, Identity and Voice in Central Africa
James Paul Gee
Jan Blommaert, University of Jyvaskyla, Finland What effect has globalization had on our understanding of literacy? Grassroots Literacy seeks to address the relationship between globalization and the widening gap between ‘grassroots’ literacies, or writings from ordinary people and local communities, and ‘elite’ literacies. Displaced from their original context to elite literacy environments in the form of letters, police declarations and pieces of creative writing, ‘grassroots’ literacies are unsurprisingly easily disqualified, either as ‘bad’ forms of literacy, or as messages that fail to be understood. Through close analysis of two unique, handwritten documents from the Democratic Republic of the Congo, Jan Blommaert considers how ‘grassroots’ literacy in the Third World develops outside the literacy-saturated environments of the developed world. In examining these documents produced by socially and economically marginalized writers Blommaert demonstrates how literacy environments should be understood as relatively autonomous systems.
2004: 234 x 156: 144pp Hb: 978-0-415-31777-1: $120.00 Pb: 978-0-415-31776-4: $39.95 eBook: 978-0-203-59421-6 For more information, visit: www.routledge.com/9780415317764
Literacy in the New Media Age Gunther Kress 2003: 234 x 156: 208pp Hb: 978-0-415-25355-0: $120.00 Pb: 978-0-415-25356-7: $39.95 eBook: 978-0-203-29923-4 For more information, visit: www.routledge.com/9780415253567
2008: 234 x 156: 240pp Hb: 978-0-415-42631-2: $145.00 Pb: 978-0-415-42630-5: $45.95 For more information, visit: www.routledge.com/9780415426305
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