790983877     

416717675                        

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Learning and literacy over time : longitudinal perspectives / ed. by Julian Sefton-Green and Jennifer Rowsell

Sefton-Green, Julian [Hrsg.] ; Rowsell, Jennifer, 1969-

New York [u.a.] : Routledge, 2015

VI, 210 S. : Ill. ; 24 cm

Englisch

Includes bibliographical references and index

978-0-415-73777-7 (hardback); 978-0-415-73778-4 (paperback)

978-1-315-81781-1 (ISBN der parallelen Ausgabe im Fernzugriff)

2014013695

OCoLC: 935540254     

OCoLC: 894025405 (aus SWB)     

LC149

302.2/244 ; 302.2244     Ähnliche Literatur

*Lebenslanges Lernen ; Längsschnittuntersuchung ; Aufsatzsammlung      Zum Register

LOC-SH: Literacy ; Literacy -- Longitudinal studies ; Literacy ; Literacy -- Longitudinal studies ; LANGUAGE ARTS & DISCIPLINES / Literacy

"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"--