Literacies and Social Practice: Sociological Perspectives on Reading Research

Autor/in	Moss, Gemma
Titel	Literacies and Social Practice: Sociological Perspectives on Reading Research
Quelle	In: Education 3-13, 49 (2021) 1, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moss, Gemma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1824701
Schlagwörter	Reading Research; Educational Sociology; Beginning Reading; Literacy; Ethnography; Reading Instruction; Curriculum Design + Suchen Sie Ihr Suchwort? Leseforschung; Bildungssoziologie; Erziehungssoziologie; Erstleseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnografie; Leseunterricht; Lehrplangestaltung
Abstract	This article considers the distinctive contribution that sociological perspectives have made to understanding reading as a profoundly social and cultural activity, differentiated by the specifics of time and place. Literacy researchers, using a social lens, have sought to explore, explain and redress inequalities in access to and uses of literacy in its different forms. This has often meant championing pedagogies premised on dialogue and connection. Yet this may conflict with an emphasis in current policy on children mastering a relatively narrow skills-based definition of literacy as they begin to learn to read. The article explores how the tension points in the literacy curriculum, intensified in test-based accountability systems, can be navigated in this light. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01