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Travel Notes from the New Literacy Studies: Instances of Practice

reviewed by Jessica Zacher - June 07, 2006

coverTitle: Travel Notes from the New Literacy Studies: Instances of Practice
Author(s): KatePahl and Jennifer Rowsell (Eds.)
Publisher: Multilingual Matters, Clevedon
ISBN: 1853598623, Pages: 268, Year: 2005
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In this collection of essays from around the world, editors Kate Pahl and Jennifer Rowsell have tried, and, to a great extent, succeeded in presenting work that combines theories from New Literacy Studies (e.g., Street, 1996) and multimodality (e.g., Kress, 1997). Assuming their audience to be fellow researchers, instructors, and graduate students familiar with at least some concepts of NLS and multimodality, Pahl and Rowsell have divided the book into four sections:  the first on identity in multimodal communicative practices, the second on multimodal literacy practices in local and global spaces, the third on crossing in literacy practices, and the fourth on multimodal communicative practices in pedagogical settings. However, as a reader and reviewer, I created four other constructs that helped me to understand and assimilate the key messages of the works presented.  These constructs, binaries that are represented in each chapter in some way, are:  global/local, in-school/out-of-school, First World/Third... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: June 07, 2006
https://www.tcrecord.org ID Number: 12534, Date Accessed: 7/30/2021 7:14:58 PM

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About the Author
  • Jessica Zacher
    California State University, Long Beach
    E-mail Author
    JESSICA ZACHER is an Assistant Professor in Teacher Education and Liberal Studies at California State University, Long Beach. She recently received her Ph.D. from the University of California, Berkeley, Graduate School of Education. She investigates issues of multiculturalism and difference in elementary language arts classrooms. She has a chapter in the forthcoming book Bourdieu and Literacy Education, edited by Allan Luke & Jim Albright, as well as other published work on multicultural curricula and students’ identity work. Her current project involves exploring the ways that urban children, including many second-language learners, experience highly structured language arts curricula at a high-poverty Southern California school.
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