Overview

Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes—languages and language variations, and cultures, ethnicities, and identities—the chapter authors examine the roles that multiliteracies play in students’ lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.

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9781138021983

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Boyd and Brock and the educators they've assembled have created a framework for teachers to, first of all, develop a vivid and lucid understanding of how issues of social diversity transact with the concept of multiliteracies. They then pull out their ace card and show how these transactions can and should play out in classrooms. --Bob Fecho, University of Georgia, USA

Boyd and Brock and the educators they ve assembled have created a framework for teachers to, first of all, develop a vivid and lucid understanding of how issues of social diversity transact with the concept of multiliteracies. They then pull out their ace card and show how these transactions can and should play out in classrooms. --Bob Fecho, University of Georgia, USA

""Boyd and Brock and the educators they’ve assembled have created a framework for teachers to, first of all, develop a vivid and lucid understanding of how issues of social diversity transact with the concept of multiliteracies. They then pull out their ace card and show how these transactions can and should play out in classrooms."" --Bob Fecho, University of Georgia, USA

Boyd and Brock and the educators they've assembled have created a framework for teachers to, first of all, develop a vivid and lucid understanding of how issues of social diversity transact with the concept of multiliteracies. They then pull out their ace card and show how these transactions can and should play out in classrooms. --Bob Fecho, University of Georgia, USA

Author Information

Fenice B. Boyd is Associate Professor, Literacy Education, Graduate School of Education, University at Buffalo, SUNY, USA. Cynthia H. Brock is Lecturer, Literacy Studies, School of Education, University of South Australia, Australia.

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