Overview

This eighth edition of Theoretical Models and Processes of Literacy, a foundational text in literacy research, is updated to represent a new era in contemporary and critical scholarship. With a revised name, the intentional inclusion of diverse perspectives, and new organizational structure, Theories, Models, and Practices of Literacy thoroughly represents the theories that drive literacy and the scholars who write about and within the field. While still representing the most comprehensive source for connecting theories to literacy research and practice, this eighth edition builds on preceding editions, contextualizing its historical roots, promoting and highlighting contemporary and critical theories, and envisioning future directions in literacy. This volume addresses theories across ten sections, including early, youth, and community literacies; teaching literacy and literacy teacher education; dis/abilities and disciplinary literacy theories; digital and multimodal literacies; and the disruption of colonial boundaries in language and global literacies. The chapters in this volume are curated to inspire the interrogation of literacy theory and foster its evolution. Additional archival essays from previous editions will remain available as Support Material on the book’s webpage. New to the eighth edition: • 80% new material (and significantly revised previous materials) to reflect emerging and contemporary theories and scholarship. • A more globalized approach to theorizing literacy practices, including those with onto-epistemological perspectives rooted in people's lived experiences, literacies, and languages to engage scholars and audiences who may be new users of the text. • Focus on theories that actively challenge traditional theoretical literacy frames and raise critical consciousness toward communities marginalized by the ""white gaze"" historically represented in literacy theory, literacy research, and literacy education. • New avenues for readers to explore how theory informs practice, practice informs theory, and how both are ""taken up"" in various contexts (e.g., classrooms, schools, communities, and societies).

Full Product Details

9781032794761

Table of Contents

Reviews

“This volume’s comprehensive nature and focus is its strength… I think this text would offer any researcher, whether faculty or graduate student, sure footholds for realizing excellent literacy scholarship. We need this text.” James Joshua Coleman, Assistant Professor of English Education, University of Iowa “The authors affirm the identities of marginalized communities by critiquing traditional literacy theories and providing considerable space in this volume to theories that support the role of identity, culture and community in literacy. In addition, the authors de-center Western literacies by giving considerable coverage to global literacies… The new edition will not only provide an excellent resource for theories and models across various contexts but also serve as a text that promotes equity and inclusion.” Ekaterina Midgette, Associate Professor, Education Specialties, St. John’s University

Author Information

Misty Sailors is a Professor Emeritus at the University of Texas at San Antonio and Director of Literacy Research at WestEd. Idalia Nuñez is an Associate Professor of Language and Literacy in the Department of Curriculum and Instruction at the University of Illinois Urbana-Champaign. Vaughn W. M. Watson is an Associate Professor of English Education, in the Department of Teacher Education, at Michigan State University. James V. Hoffman is a Professor Emeritus of Language and Literacy at The University of Texas at Austin. Donna E. Alvermann is the Omer Clyde and Elizabeth Parr Aderhold Professor of Education, and Distinguished Research Professor, Emeritus, at the University of Georgia in Athens.

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