Reading, writing, resonating: Striking chords across the contexts of students' everyday and college lives

Pedagogy, Culture and Society

Volumn 17, Issue 3, 2009, Pages 323-339

  Mannion, Greg ^a   Miller, Kate ^a   Gibb, Ian ^b   Goodman, Ronnie ^b  

^a UNIVERSITY OF STIRLING   (United Kingdom)

^b UNIVERSITY OF THE HIGHLANDS AND ISLANDS   (United Kingdom)

Author keywords

Critical pedagogy; Further education; Literacy; New literacy studies; Reading; Writing

Indexed keywords

EID: 70449119432     PISSN: 14681366     EISSN: 17475104     Source Type: Journal    
DOI: 10.1080/14681360903194343     Document Type: Article

References (38)

1. Barton, D., and M. Hamilton, 1998. Local literacies: Reading and writing in one community. London: Routledge.
2. Barton, D., M. Hamilton, and R. Ivani, eds. 2000. Situated literacies: Reading and writing in context. London: Routledge.
3. Bowker, G., and S. Star. 1999. Sorting things out: Classification and its consequences. Cambridge, MA: MIT Press.
4. Chaiklin, S., and J. Lave, eds. 1996. Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
5. Christiansen, E. 2005. Boundary objects, please rise! On the role of boundary objects in distributed collaboration and how to design for them. Paper presented at workshop 10 'Cognition and Collaboration', CHI2005, April 2-7, in Portland, OR. http://redesignre-search.com/chi05/EC%20Boundary%20Objects.pdf (accessed November 2007).
6. Cope, B., and M. Kalantzis, eds. 2000. Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
7. De Corte, E. 1999. On the road to transfer: An introduction. International Journal of Educational Research 31: 555-9.
8. Edwards, R., and Z. Fowler. 2007. Unsettling boundaries in making a space for research. British Educational Research Journal 33: 107-23.
9. Engeström, Y., R. Engeström, and M. Karkkainen, 1995. Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction 5: 319-36.
10. Goodman, R., G. Mannion, and A. Brzeski. 2007. Reading, writing and resonance: An expri ential workshop for practitioners. Research and Practice in Adult Literacy Journal 61: 10-15.
11. Hall, S. 1996. 'Introduction: Who needs 'identity'? In Cultural identity, ed. P. duGay and S. Hall, 1-11. Thousand Oaks, CA and London: Sage.
12. Hodkinson, P., G. Biesta, and D. James. 2008. Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning 1: 27-47.
13. Ivani[caron], R. 2004. Intertextual practices in the construction of multi-modal texts in inquiry-based learning. In Intertextuality and literacy in clasrooms: Directions in educational research, ed. N. Shuart-Faris and D. Bloome, 275-310. Greenwich, CT: Information Age Publishing.
14. Ivani[caron], R. 2006. Language, learning and identification. In Language, culture and identity in applied linguistics, ed. R. Kiely, P. Rea-Dickens, H. Woodfield, and G. Clibbon, 7-29. London: Equinox.
15. Ivani R., J. Smith, R. Edwards, G. Mannion, and Z. Fowler. 2004. Literacy practices as resources for learning: Issues of identity, multimodality and fluidity. Paper presented at the Annual Conference of the Teaching and Learning Research Programme, November 22-24, in Cardiff.
16. Ivani[caron], R., R. Edwards, C. Satchwell, and J. Smith, 2007. Possibilities for pedagogy in further education: Harnessing the abundance of literacy. British Educational Research Journal 33: 703-21
17. Ivani[caron], R., R. Edwards, D. Barton, Z. Fowler, G. Mannion, K. Miller, K. Satchwell, and J. Smith, eds. 2009. Improving learning in college: Rethinking literacies across the curriculum. London: Routledge.
18. Kress, G. 2001. 'You've just got to learn how to see': Curriculum subjects, young people and schooled engagement with the world. Linguistics and Education 11: 401-15.
19. Kress, G. 2005. Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition 22, no. 1: 5-22.
20. Kress, G., and T. Van Leeuwen. 1996. Reading images: The grammar of visual design. London: Routledge.
21. Lave, J. 1996. The practice of learning. In Understanding practice: Perspectives on activity and context, ed. S. Chaiklin and J. Lave, 3-32. Cambridge: Cambridge University Press.
22. Leander, K.M. 2002. Situated literacies, digital practices, and the constitution of space-time. Paper presented at the National Reading Conference 52nd Annual Meeting, December 4-7, in Miami.
23. Lobato, J. 2003. How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher 32: 17-20.
24. Mannion, G. 2006. Viewpoint: Striking a chord. Broadcast 71: 40-1. http://www.sfeu.ac.uk/broadcast/broadcast_71 (accessed November 2007).
25. Mannion, G., and R. Ivani[caron], 2006. Mapping literacy practices: Theory, methodology, methods. International Journal of Qualitative Studies in Education 20, no. 1: 15-30.
26. Marsh, J. 2003. One way traffic? Connections between literacy practices in the home and in the nursery. British Educational Research Journal 29: 369-82.
27. Millard, E. 2006. Transformative pedagogy: Teachers creating a literacy of fusion. In Travel notes from the New Literacy Studies: Instances of practice, ed. K. Pahl and J. Rowsell, 234-53. Clevedon: Cromwell Press.
28. Moll, L.C., J. Tapia, and K.F. Whitmore. 1993. Living knowledge: The social distribution of cultural resources for thinking. In Distributed cognitions: Psychological and educational considerations, ed. G. Salomon, 139-63. Cambridge: Cambridge University Press.
29. Pardoe, S., and R. Ivani 2007. Literacies for learning in further education: Making reading and writing practices across the curriculum more useful for learning. DVD film and booklet. Lancaster University and PublicSpace Ltd. www.publicspace.org.uk/lflfe.html (accessed July 2009).
30. Russell, D.R. 2005. Texts in contexts: Theorizing learning by looking at literacies. Paper presented at ESRC Teaching and Learning Research Programme (TLRP) Thematic Seminar Series: 'Contexts, communities, networks: Mobilising learners' resources and relationships in different domains', Seminar Two, June 15, in Lancaster, UK.
31. Satchwell, C. n.d. The LfLFE framework. Questions we can ask about the use of reading and writing. http://www.lancs.ac.uk/lflfe/publications/pubsdocs/LfLFE%20Framework%20from%20booklet.pdf (accessed July 2009).
32. Satchwell, C., and R. Ivani 2007. The textuality of learning contexts in UK colleges. Pedagogy, Culture & Society 15: 303-16.
33. Star, S.L., and J.R. Griesemer. 1989. Institutional ecology, 'translations' and boundary objects: Amateurs and professionals in Berkeley's museum of vertebrate zoology, 1907-1939. Social Studies of Science 19: 387-420.
34. Street, B. 1984. Literacy in theory and practice. Cambridge: Cambridge University Press.
35. Tuomi-Grohn, T., and Y. Engeström, eds. 2003a. Between work and school: New perspectives on transfer and boundary-crossing. London: Pergamon.
36. Tuomi-Grohn, T., and Y. Engeström. 2003b. Conceptualising transfer: From standard notions to developmental notions. In Between work and school: New perspectives on transfer and boundary-crossing, ed. T. Tuomi-Grohn and Y. Engeström, 19-38. London: Pergamon.
37. Usher, R., and R. Edwards. 2007. Lifelong learning-Signs, discourses, practices. Dordrecht: Springer.
38. Van Oers, B. 1998. The fallacy of decontextualization. Mind, Culture and Activity 5, no. 2:35-142.