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About this product
- PublisherTaylor & Francis Ltd
- Date of Publication09/10/2014
- Place of PublicationLondon
- Country of PublicationUnited Kingdom
- Content Noteblack & white illustrations
- Weight317 g
- Width152 mm
- Height229 mm
- Spine15 mm
- Edited byJennifer Rowsell,Julian Sefton-Green
- Table Of Contents1. Introduction: Making sense of longitudinal perspectives on literacy learning - a revisiting approach. Julian Sefton-Green. 2. School literate repertoires: that was then, this is now. Barbara Comber. 3. Fire+hope up: on revisiting the process of revisiting a literacy- for- social action project. Claudia Mitchell. 4. Cultural studies went to school and where did it end up? Julian Sefton-Green. 5. Revisiting children and families: temporal discourse analysis and the longitudinal construction of meaning. Catherine Compton-Lilly. 6. Who were we becoming? Revisiting cultural production in room 217. Saskia Stille. 7. The everyday and faraway: revisiting local literacies. Mary Hamilton. 8. Artifacts of resilience: enduring narratives, texts, practices across three generations. Kate Pahl and Aliya Khan. 9. Reframing reading youth writing. Michael Hoechsmann and Naomi Lightman. 10. A steadfast revisit: keeping with tradition, in a different space and time. Jennifer Rowsell. 11. Drama and the literacy of lives in progress. Kathleen Gallagher. 12. Life in rhyme: art, literacy, and survival. Glynda Hull and Randolph Young.
- Author BiographyJulian Sefton-Green is an independent scholar working in Education and the Cultural and Creative Industries. He is currently Principal Research Fellow at the London School of Economics & Political Science, UK. He has researched and written widely on many aspects of media education, new technologies, creativity and informal learning. Jennifer Rowsell is a Professor and Canada Research Chair at Brock University, Canada. She is currently Principal Investigator of a SSHRC-funded study linking literacy with community and the arts entitled, Community Arts Zone. She has researched and written in the areas of New Literacy Studies, multimodality and multiliteracies.
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