Travel Notes from the New Literacy Studies

Foreword by Gunther Kress (Institute of Education) and Brian Street (King’s College, London)

Introduction by Kate Pahl and Jennifer Rowsell

SECTION I: IDENTITY IN MULTIMODAL COMMUNICATIVE PRACTICES

1. Global, Local/Public, Private: Young Children’s Engagement in Digital Literacy Practices in the Home - Jackie Marsh (University of Sheffield)

2. Ned and Kevin: An Online Discussion that Challenges the 'Not-Yet Adult' Cultural Model - Donna Alvermann (University of Georgia)

3. Escaping to the Borderlands: An Exploration of the Internet as a Cultural Space for Teenaged Wiccan Girls - Julia Davies (University of Sheffield)

4. Weblog Worlds and Constructions of Effective and Powerful Writing: Cross with Care, and Only Where Signs Permit - Michele Knobel (Montclair State University) and Colin Lankshear (James Cook University)

SECTION II: MULTIMODAL LITERACY PRACTICES IN LOCAL AND GLOBAL SPACES

5. Critical Literacy Across Continents - Hilary Janks (University of Witwatersrand) and Barbara Comber (University of South Australia)

6. An Eye on the Text and an Eye on the Future: Multimodal Literacy in Three Gauteng Families - Pippa Stein and Lynne Slominsky (University of Witwatersrand)

7. Crossing the Margins: Recontextualisation, Literacy and Semiotic Power? - Cathy Kell (University of Auckland)

SECTION II: CROSSINGS IN LITERACY PRACTICES

8. From Boardroom to Classroom: Tracing a Globalised Discourse on Thinking through Internet Texts and Teaching Practice - Sue Nichols (University of South Australia)

9. Corporate Crossings: Tracing Textual Crossings - Jennifer Rowsell

SECTION IV: MULTIMODAL COMMUNICATIVE PRACTICES IN PEDAGOGICAL SETTINGS

10. So, What About Multimodal Numeracies? - Brian Street (King’s College, London) and Dave Baker (Institute of Education)

11. Transformative Pedagogy: Teachers Creating a Literacy of Fusion - Elaine Millard (University of Sheffield)

Afterword: Deborah Brandt and Katie Clinton (University of Wisconsin-Madison)

This book is an excellent edited collection that focuses on the New Literacy Studies as well as, and in relation to, other theoretical orientations. This book does a first-rate job in the way it uses specific instances from the authors’ data to argue that literacy does work in multiple, complex ways.