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The growth of a knowledge-based economy and an information society has meant that literacy increasingly mediates our lives and activities. Literacy has also been a way of critically comprehending the world in order to make it different and better. It has been, and can be, an important tool for increasing the autonomy of powerless individuals and groups.
Building on the original Powerful Literacies first published in 2001, this new volume considers the new developments in theory, technology and policy that are having an impact on learning and teaching literacies, and links to the current policy context of lifelong learning, active citizenship and social inclusion by showing how learners can be positioned in ways that seek to enhance their control and autonomy.
Using examples from the UK and elsewhere, including issues raised by and for learners, teachers and researchers on the outcomes of literacy programmes, the text also shows how particular policy frameworks can be supportive or limiting.
Contents
Foreword (David Barton)
1. More Powerful Literacies: An introduction (Mary Hamilton, Lyn Tett and Jim Crowther)
Section one: Theoretical and policy frameworks
2. Contexts for literacy work: New literacy studies, multimodality, and the ‘local and the global’ (Brian Street)
3. More Powerful Literacies: The policy context (Mary Hamilton and Lyn Tett)
Section two: Making power visible
4. Signatures and the lettered world (Jane Mace)
5. Beyond disempowering counts: Mapping a fruitful future for adult literacies (Tannis Atkinson)
6. Power and positioning in writing: Exploring issues of authorship and authority (Amy Burgess)
7. Form-filling, power and the ILP: Tensions and tutor strategies in one adult literacy classroom (Sandra Varey and Karin Tusting)
8. Learning literacy for citizenship and democracy (Jim Crowther and Lyn Tett)
Section three: Resistance and challenges
9. Affective power: Exploring the concept of learning care in the context of adult literacy (Maggie Feeley)
10. Empowerment in educational processes: Feminist re-appropriations (Malini Ghose and Disha Mullick)
11. Transnational migrants in the workplace: Agency and opportunity
(Judy Hunter)
12. The Glory and Dismay Football Literacies Programme (GDFLP) (John Player)
13. ESOL learners online: New media as a site of identity negotiation (James Simpson and Richard Gresswell)
14. Using Scots literacy in family literacy work (Alan F.P. Addison)
Contributors
Index
About the editors
Lyn Tett is Professor Emeritus of Community Education and Lifelong Learning at the University of Edinburgh
Mary Hamilton is Professor of Adult Learning and Literacy at Lancaster University
Jim Crowther is Senior Lecturer in Community Education at the University of Edinburgh
The growth of a knowledge-based economy and an information society has meant that literacy increasingly mediates our lives and activities. Literacy has also been a way of critically comprehending the world in order to make it different and better. It has been, and can be, an important tool for increasing the autonomy of powerless individuals and groups.
Building on the original Powerful Literacies first published in 2001, this new volume considers the new developments in theory, technology and policy that are having an impact on learning and teaching literacies, and links to the current policy context of lifelong learning, active citizenship and social inclusion by showing how learners can be positioned in ways that seek to enhance their control and autonomy.
Using examples from the UK and elsewhere, including issues raised by and for learners, teachers and researchers on the outcomes of literacy programmes, the text also shows how particular policy frameworks can be supportive or limiting.
Contents
Foreword (David Barton)
1. More Powerful Literacies: An introduction (Mary Hamilton, Lyn Tett and Jim Crowther)
Section one: Theoretical and policy frameworks
2. Contexts for literacy work: New literacy studies, multimodality, and the ‘local and the global’ (Brian Street)
3. More Powerful Literacies: The policy context (Mary Hamilton and Lyn Tett)
Section two: Making power visible
4. Signatures and the lettered world (Jane Mace)
5. Beyond disempowering counts: Mapping a fruitful future for adult literacies (Tannis Atkinson)
6. Power and positioning in writing: Exploring issues of authorship and authority (Amy Burgess)
7. Form-filling, power and the ILP: Tensions and tutor strategies in one adult literacy classroom (Sandra Varey and Karin Tusting)
8. Learning literacy for citizenship and democracy (Jim Crowther and Lyn Tett)
Section three: Resistance and challenges
9. Affective power: Exploring the concept of learning care in the context of adult literacy (Maggie Feeley)
10. Empowerment in educational processes: Feminist re-appropriations (Malini Ghose and Disha Mullick)
11. Transnational migrants in the workplace: Agency and opportunity
(Judy Hunter)
12. The Glory and Dismay Football Literacies Programme (GDFLP) (John Player)
13. ESOL learners online: New media as a site of identity negotiation (James Simpson and Richard Gresswell)
14. Using Scots literacy in family literacy work (Alan F.P. Addison)
Contributors
Index
About the editors
Lyn Tett is Professor Emeritus of Community Education and Lifelong Learning at the University of Edinburgh
Mary Hamilton is Professor of Adult Learning and Literacy at Lancaster University
Jim Crowther is Senior Lecturer in Community Education at the University of Edinburgh