Thursday, January 08, 2015
New literacies around the globe
Sam Duncan's review of last year's edited book 'New Literacies around the Globe' (Burnett, Davies, Merchant and Rowsell, 2014) sent to us by or publisher, Routledge. I'm not sure where this review will appear but it picks up on some of the high points of that work. (Sam, by the way, is an expert on adult literacy. ) Here goes: 'Of all the literacy-related books I have managed to get my hands on this year, this is the one I am most pleased to own. By far. This is a wonderful book: stimulating, engaging, exciting, varied and just so useful. It is useful in providing new ideas for practice and it is useful in providing new perspectives on research. It begins with a foreword (by Peter Freebody) asking: “aren’t we all, perhaps, a bit tired of seeing words like ‘new’ and ‘global’”? And don’t we need to examine what exactly is ‘new’ about literacies and what is ‘global’ about literacies? Freebody’s explorations of these questions alone make this book worth reading; he examines how relationships between technical, economic and social factors produce new literacy demands, and encourages us to think about the ways in which these demands reconfigure how we may understand the local and the global, and what it means to be literate. He asks us to think about, as this entire volume asks us to think about, the relationship between ‘school’ literacies and the other, the wider, the more ‘multiple’ literacies of our lives, “because many of literacy’s riches haven’t been missed; they’ve been omitted” (p. xviii).Each chapter has something important to say about literacy development, each chapter provides valuable references and ways of expressing, imagining and reimaging puzzles of teaching and research. Like most books concerned with ‘literacy’, the focus is more on children than adults, but there are chapters with specific foci around teenagers and young adults (for example Davies on young women’s Facebook spaces or Williams on university students’ engagement with digital texts). Yet, every single chapter addresses issues of relevance- of importance- to adult literacy educators and researchers. For example, Beavis’ chapter on ‘Literature, Imagination and Computer Games’ forces us to examine what we mean by the subject of ‘English’- something of increasing importance as adult literacy provision is labelled, by some, as ‘adult English,’ and Merchant’s chapter on ‘Interactive Story-Apps’ reminds us to keep broadening our conceptualisations of reading (that reading is not one practice or process; it is multiple and ever-evolving). Reading this volume (and I did read every chapter; I would have been unable to resist it) also reminded me that though we want, as adult literacy specialists, to emphasise differences between ‘our patch’ and that of children’s literacy, we are still part of a larger literacy context- and thank goodness. As people concerned with literacy (or literacies), we are part of a huge and extraordinarily interesting group. We have so many colleagues from whom to learn. My favourite part of this volume is in the last few pages: ‘A Charter for Literacy Education.’ Burnett et al have created nine key points, all of which are of fundamental relevance to adult literacy scholarship and practice. I’ll end with three of these: 1. An empowering literacy education involves a recognition of the linguistic, social and cultural resources learners bring to the classroom whilst encouraging them to diversify the range of communicative practices in which they participate. 2. An empowering literacy education involves a range of activities that include improvisation and experimentation as well as the production of polished texts. 3. An empowering literacy education involves a recognition of the affective, embodied and material dimensions of meaning-making. And there are six more, each helping us to understand what it means to think about what is ‘new’ and what is ‘global’ about literacy.'....Thank you, Sam!