Abstract
The phrase “literacies in the classroom” indexes a series of debates, discussions, and explorations of how written language is implicated in social, cultural and political ideologies that have implications for what constitutes knowledge, knowing, and rationality, for the relationship of classroom and non-classroom contexts, and for how people relate to social institutions. Literacy is not singular but plural referencing diverse written language practices whose significance and meaning derive, in part, from the complexities of classroom contexts. Classroom contexts of literacy learning are connected to social contexts outside the classroom including power relations.
This is a preview of subscription content, log in via an institution.
References
Anderson-Levitt, K. (Ed.). (2003). Local meanings, global schooling: Anthropology and world culture theory. New York: Palgrave Macmillan.
Au, K. (1980). Participation structures in a reading lesson with Hawaiian children. Anthropology and Education Quarterly, 11(2), 91–115.
Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28, 305–333.
Bloome, D., Beierle, M., Grigorenko, M., & Goldman, S. (2009). Learning over time: Uses of intercontextuality, collective memories, and classroom chronotopes in the construction of learning opportunities in a ninth grade language arts classroom. Language and Education, 23(4), 313–334.
Carter, S. P. (2006). “She would’ve still made that face expression”: The use of multiple literacies by two African American young women. Theory Into Practice, 45(4), 352–358.
Cazden, C., John, V., & Hymes, D. (Eds.). (1972). Functions of language in the classroom. New York: Teachers College Press.
Champion, T. B. (1998). “Tell me something good”: A description of narrative structures among African American children. Linguistics and Education, 9(3), 251–286.
Collins, J. (2009). Social reproduction in classrooms and schools. Annual Review of Anthropology, 38, 33–48.
Damico, J., & Baildon, M. (2011). Content literacy for the 21st century: Excavation, elevation, and relational cosmopolitanism in the classroom. Journal of Adolescent and Adult Literacy, 55(3), 232–243.
De Certeau, M. (1984). The practice of everyday life. Berkeley: University of California Press.
Dixon, C., Green, J., Yeager, B., Baker, D., & Fránquiz, M. (2000). “I used to know that”: What happens when reform gets through the classroom door. Bilingual Research Journal, 24(1–2), 113–126.
Duff, P. A. (2010). Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 30, 169–192.
Dyson, A. H. (2001). Where are the childhoods in childhood literacy? An exploration in outer (school) space. Journal of Early Childhood Literacy, 1(1), 9–39.
Egan-Robertson, A., & Bloome, D. (Eds.). (1998). Students as researchers of culture and language in their own communities. Cresskill: Hampton Press.
Floriani, A. (1993). Negotiating what counts: Roles and relationships, texts and contexts, content and meaning. Linguistics and education, 5(3), 241–274.
Flyvbjerg, B. (1998). Rationality and power: Democracy in practice. Chicago: University of Chicago Press.
Foucault, M. (1991). Governmentality. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect (pp. 87–104). Chicago: The University of Chicago Press.
Gadamer, H. (1976). Philosophical hermeneutics (trans. & ed.: Linge, D. E.). Berkeley: University of California Press.
Gay, G., & Banks, J. (2000). Culturally responsive teaching: Theory, practice and research. New York: Teachers College Press.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge: Harvard University.
Gonzales, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and practices. Mahwah: Erlbaum.
Green, J. L. (1983). Teaching as a linguistic process: A state of the art. Review of Research in Education, 10, 151–252.
Green, J., & Dixon, C. (1993). Talking knowledge into being: Discursive and social practices in classrooms. Linguistics and Education, 5(3–4), 231–239.
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164.
Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3), 445–471.
Habermas, J. (1984). The theory of communicative action: Vol. 1. Reason and the rationalization of society (trans: McCarthy, T.). Boston: Beacon Press.
Heap, J. (1985). Discourse in the production of classroom knowledge: Reading lessons. Curriculum Inquiry, 15(3), 245–279.
Heath, S. (1980). The functions and uses of literacy. Journal of Communication, 30(1), 123–133.
Heath, S. (1983). Ways with words. Cambridge, UK: Cambridge University Press.
Kirkland, D. E. (2013). A search past silence: The literacy of young Black men. New York: Teachers College Press.
Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African-American children. New York: Josey-Bass.
Leander, K. M., & Rowe, D. W. (2006). Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance. Reading Research Quarterly, 41, 428–460.
Lee, C. (1997). Bridging home and school literacies: Models for culturally responsive teaching, a case for African-American English. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 334–345). New York: Simon & Schuster Macmillan.
Leung, C. (2005). Convivial communication: Recontextualising communicative competence. International Journal of Applied Linguistics, 15(2), 119–144.
Lewis, C., & Tierney, J. D. (2013). Mobilizing emotion in an urban classroom: Producing identities and transforming signs in a race-related discussion. Linguistics and Education, 23, 289–304.
Luke, A. (1988). Literacy, textbooks and ideology. London: Falmer.
Luke, A., & Carrington, V. (2002). Globalisation, literacy, curriculum practice. In R. Fisher, G. Brooks, & M. Lewis (Eds.), Raising standards in literacy. London: Routledge.
Maybin, J. (2007). Literacy under and over the desk: Oppositions and heterogeneity. Language and Education, 21(6), 515–530.
Meachin, S. (2013). Temporality and textual engagement in a middle school English language arts classroom. Journal of Linguistic Anthropology, 22(3), 159–181.
Michaels, S. (1981). “Sharing time”: Children’s narrative styles and differential access to literacy. Language in Society, 10(3), 423–442.
Michaels, S. (2013). Commentary. Déjà vu all over again: What’s wrong with Hart and Risley and a “linguistic deficit” framework on early childhood education? Learning Landscapes, 7(1), 23–41.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 131–141.
Newell, G., Bloome, D., Hirvela, A., with VanDerHeide, J., Wynhoff Olsen, A., & Lin, T.-J. (with Buescher, E., Goff, B., Kim, M., Ryu, S., Weyand, L.). (2015). Teaching and learning argumentative writing in high school English language arts classrooms. New York: Routledge.
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
Ochs, E., & Schieffelin, B. A. M. B. I. (1986). Language socialization. Annual Review of Anthropology, 15, 163–191.
Pacheco, M. (2012). Learning in/through everyday resistance. A cultural-historical perspective on community resources and curriculum. Educational Researcher, 41(4), 121–132.
Richardson, E. (2003). African-American literacies. London: Routledge.
Rockwell, E. (2013). Preambles, questions, and commentaries: Teaching genres and the oral mediation of literacy. In J. Kalman & B. Street (Eds.), Literacy and numeracy in Latin America: Local perspectives and beyond (pp. 184–199). New York: Routledge.
Scott, J. C., Straker, D. Y., & Katz, L. (Eds.). (2009). Affirming students’ right to their own language: Bridging language policies and pedagogical practices. New York: Routledge.
Street, B. (1985). Literacy in theory and practice. New York: Cambridge University Press.
Street, B., & Street, J. (1991). The schooling of literacy. In D. Barton & R. Ivanic (Eds.), Writing in the community (pp. 143–166). London: Sage.
Tuyay, S., Jennings, L., & Dixon, C. (1995). Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third‐grade classroom. Discourse processes, 19(1), 75–110.
Valencia, R. (2010). Dismantling contemporary deficit thinking. New York: Routledge.
Van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford: Oxford University Press.
Willis, A. I., Garcia, G. E., Barrera, R., & Harris, V. (Eds.). (2003). Multicultural issues in literacy research and practice. Mahwah: Erlbaum.
Wynhoff Olsen, A., Ryu, S., & Bloome, D. (2013). (Re)constructing rationality and social relations in the teaching and learning of argumentative writing in two high school English language arts classrooms. In P. Dunston, S. K. Fullerton, C. C. Bates, P. Stecker, M. Cole, A. Hall, D. Herro, & K. Headley (Eds.), 62nd yearbook of the Literacy Research Association (pp. 360–377). Altamonte Springs: Literacy Research Association.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this entry
Cite this entry
Bloome, D., Ryu, S. (2017). Literacies in the Classroom. In: Street, B., May, S. (eds) Literacies and Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02252-9_21
Download citation
DOI: https://doi.org/10.1007/978-3-319-02252-9_21
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02251-2
Online ISBN: 978-3-319-02252-9
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education