|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|
|Keywords:||new literacy studies|
Further education Great Britain
Literacy Great Britain
Learning, Psychology of
|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. https://doi.org/10.1080/14681360903194343|
|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.|
|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|
|PCS_Mannion et al 2009.pdf||Fulltext - Accepted Version||1.14 MB||Adobe PDF||View/Open|
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