|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Mapping literacy practices: theory, methodology, methods|
|Keywords:||new literacy studies|
|Publisher:||Taylor & Francis|
|Citation:||Mannion G & Ivanic R (2007) Mapping literacy practices: theory, methodology, methods, International Journal of Qualitative Studies in Education, 20 (1), pp. 15-30.|
|Abstract:||The Literacies for Learning in Further Education (LfLFE) research project has been funded for three years from January 2004 as part of Phase 3 of the Teaching and Learning Research Programme in the UK. The project involves collaboration between two universities and four further education (FE) colleges. The intention is to investigate students’ everyday literacy practices and explore ways of mobilizing these to enhance their learning on college courses. The LfLFE project does not view literacy as a set of individual skills and competences alone, but as emergent and situated in particular social contexts (Barton et al., 2000). As such, literacy practices are not static or bounded spatially or temporally. A central concern for the project is to understand how the literacy demands of college life and being a student relate to students’ other literacy practices. As part of the work of the project, the group is undertaking a ‘mapping’ of the literacy demands associated with student learning across a wide range of FE courses. This paper explores the methodological debates in planning and operationalizing this mapping.|
|Rights:||Published in International Journal of Qualitative Studies in Education by Taylor & Francis. This is an electronic version of an article published in International Journal of Qualitative Studies in Education, Volume 20, Issue 1 January 2007, pages 15 - 30. International Journal of Qualitative Studies in Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=0951-8398&volume=20&issue=1&spage=15|
|Notes:||Additional co-author: the Literacies for Learning in Further Education (LfLFE) Research Group, Lancaster University|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.