Literacies: social, cultural and historical perspectives

摘要

Literacy education remains contentious in many parts of the world. Questions such as 'What is literacy?', 'What is literacy in the increasingly technologically mediated New Times?', ' How do teachers teach literacy in the classrooms?',' How do we conduct research in literacy and new literacies?' and 'How do we prepare literacy teachers and literacy researchers?' have all been debated for quite some time (Gee 2008; Snyder 2008). This series of debates has not only taken place among literacy researchers and in language policy contexts, but also impacted on the everyday work of literacy teachers. For the past 25 years or so, Colin Lankshear and Michele Knobel, both individually and collaboratively, have been actively participating in, and contributing to, the theorization and research into these questions. Their most recent book Literacies: Social, Cultural and Historical Perspectives collects 16 essays from their much longer list of publications and records some of the highlights of their significant contributions over a period of a quarter-century.