000			02738cam a2200277 i 4500
999			_c1791 _d1791
001			878976284
008			140714s2015 nyu b 001 0 eng
010			_a2014013695
020			_a9780415737777
020			_a041573777X
020			_a9780415737784
020			_a0415737788
020			_z9781315817811
040			_aDLC _beng _erda _cDLC _dYDXCP _dBTCTA _dBDX _dUKMGB _dWAU _dOCLCF _dTXI _dSHH _dCHVBK _dOCLCQ _dS3O _dOCLCQ
050			_a302.2244 _b.L36 2015
082			_a302.2244
245	0	0	_aLearning and literacy over time : _blongitudinal perspectives / _cedited by Julian Sefton-Green and Jennifer Rowsell
264		1	_aNew York : _bRoutledge, _c2015
300			_avi, 210 pages ; _c24 cm
336			_atext _btxt _2rdacontent
520			_a"Learning and Literacy over Time addresses two gaps in literacy research--studies offering longitudinal perspectives on learners and the trajectory of their learning lives inside and outside of school, and studies revealing how past experiences with literacy and learning inform future experiences and practices. It does so by bringing together researchers who revisited subjects of their initial research conducted over the past 10-20 years with people whom they encountered through ethnographic or classroom-based investigations and are the subjects of previous published accounts. The case studies, drawn from countries in three continents and covering a range of social worlds, offer an original and at times quite an emotive interpretation of the effects of long-term social change in the UK, the US, Australia and Canada; the claims and aspirations made by and for certain kinds of educational interventions; how research subjects reflect on and learn from the processes of being co-opted into classroom research as well as how they make sense of school experiences; some of the widespread changes in literacy practices as a result of our move into the digital era; and above all, how academic research can learn from these life stories raising a number of challenges about methodology and our claims to 'know' the people we research. In many cases the process of revisiting led to important reconceptualizations of the earlier work and a sense of 'seeing with new eyes' what was missed in the past. The reflections on methodology and research processes will interest postgraduate and academic researchers. The studies of change and of long-term effects are widely relevant to teacher educators and scholars in language and literacy education, educational anthropology, life history research, media and cultural studies, and sociology"-- _cProvided by publisher
650		0	_aLiteracy
650		0	_aLiteracy _vLongitudinal studies
700	1		_aSefton-Green, Julian
942			_2ddc _cBK