Larson Coauthors Second Edition of Book on Literacy Theory and Classroom Practice

Making Literacy RealA faculty member in the University of Rochester’s Warner School of Education has coauthored the recently published revised edition of Making Literacy Real: Theories and Practices for Learning and Teaching (Sage Publications, 2015). Joanne Larson, Michael W. Scandling Professor of Education and chair of the teaching and curriculum program, along with Jackie Marsh, professor at the University of Sheffield, U.K., have produced an updated guide that examines a variety of literacy theories that challenge current skill-based models and the relevance of these theories in the elementary classroom.
The purpose of the first edition of Making Literacy Real (Sage Publishing, 2005) was to explore the breadth of the complex and important field of literacy studies, orientating literacy as a social practice grounded in social, cultural, historical, and political contexts.
A useful resource for undergraduate and graduate students enrolled in primary education courses, the revised edition offers new chapters on digital literacy, space and play, and multimodality, as well as shares examples and contributions from a range of international contexts.
Each chapter uses a real-life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander, and Patricia Enciso. The book includes a case study of Warner School alumna and faculty member Lynn Gatto’s former elementary classroom in the Rochester City School District.
James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents’ Professor at Arizona State University, described Larson’s book as “theoretically illuminating and insightfully grounded in useful cases and effective practices … the foundation anyone interested in literacy studies needs to start with.”
 Joanne Larson
Larson's ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is the editor of Literacy as Snake Oil: Beyond the Quick Fix, Second Edition (Lang, 2007) and co-editor of Handbook of Early Childhood Literacy (Sage, 2013). She received her PhD in curriculum from the University of California, Los Angeles in 1995.

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Tags: Joanne Larson, literacy, literacy education, literacy studies, literacy theories, research, teacher education, teaching and curriculum