Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/897
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Reading, Writing, Resonating: striking chords across the contexts of students’ everyday and college lives
Authors: Mannion, Greg
Miller, Kate
Gibb, Ian
Goodman, Ronnie
Contact Email: gbgm1@stir.ac.uk
Keywords: new literacy studies
literacies
literacy
further education
higher education
pedagogy
critical literacy
context
situated learning
polycontextual learning
literacy practice
transfer
Issue Date: Oct-2009
Publisher: Taylor & Francis
Citation: Mannion G, Miller K, Gibb I & Goodman R (2009) Reading, Writing, Resonating: striking chords across the contexts of students’ everyday and college lives, Pedagogy, Culture and Society, 17 (3), pp. 323-339.
Abstract: This paper draws on data from an ESRC funded research project on literacies in the context of further education in the UK. Taking a social view of reading and writing moves us away from seeing literacy (singular) as a universal set of transferable skills towards seeing literacies (plural) as emergent practices found in social settings. Taking a situated, socio-cultural approach also leads us to notice how contexts and practice co-emerge. The research project we document sought to inquire into the interface between literacies in students’ everyday lives and their formal college coursework. Findings indicate that if contexts and their associated literacies are co-emergent and co-determined by each other, then literacy skills do not simply ‘transfer’ between contexts but are better seen as resonant across contexts through the manner in which discrete aspects of literacy practices relate. We conclude by delineating some strategies for enacting a critical, situated-yet-polycontextual literacy pedagogy that pays respect to students’ everyday literacies as a valuable resource base in formal coursework.
Type: Journal Article
URI: http://hdl.handle.net/1893/897
DOI Link: http://dx.doi.org/10.1080/14681360903194343
Rights: Published in Pedagogy, Culture & Society by Taylor & Francis. This is an electronic version of an article published in Pedagogy, Culture & Society. Pedagogy, Culture & Society is available online at: http://www.informaworld.com
Affiliation: Education
Education
Perth College
Perth College

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