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Changing Literacies for Changing Times

reviewed by Diane Barone - November 10, 2009

coverTitle: Changing Literacies for Changing Times
Author(s): James V. Hoffman and Yetta M. Goodman (eds.)
Publisher: Routledge, New York
ISBN: 0415995035, Pages: 314, Year: 2009
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Changing Literacies for Changing Times has been crafted to contextualize current understandings of literacy through revisiting previous scholarly work and policy decisions in a wide variety of literacy topics. The editors selected leading literacy researchers, many of whom are in the International Reading Association’s Reading Hall of Fame, to guide the reader in understanding historical, current, and future musings about literacy research, policy, and classroom practice. As a reader and reviewer of this book, I engaged in a linear reading process starting at the beginning and carefully working through the book’s chapters. I suggest that readers abandon this process and begin with the last chapter as it thoroughly grounds the preceding chapters. Tierney in “Literacy Education 2.0,” begins with acknowledging that his chapter shares “A backward look at the developments that we have endured” (p. 282). He shares his concerns with our current international focus on student achievement as measured through... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: November 10, 2009
https://www.tcrecord.org ID Number: 15825, Date Accessed: 9/19/2021 9:21:46 PM

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About the Author
  • Diane Barone
    University of Nevada, Reno
    E-mail Author
    DIANE BARONE is a foundation professor of literacy at the University of Nevada, Reno. Her research has always focused on young children’s literacy development and instruction in high poverty schools. She has conducted two longitudinal studies of literacy development: one, a four-year study of children prenatally exposed to crack/cocaine and two, a seven-year study of children, predominantly English Language Learners, in a high-poverty school. She has had articles published in journals such as Reading Research Quarterly, Journal of Literacy Research, Elementary School Journal, The Reading Teacher, Gifted Childhood Quarterly, and Research in the Teaching of English. She has written several books, among them are: Resilient Children, Research-Based Practices in Early Literacy, Writing without Boundaries, and Using Your Core Reading Program and Children’s Literature K-3 and 4-6. She served as the Editor of Reading Research Quarterly. She was a board member of the International Reading Association and the National Reading Conference.
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