|
|
|
Item Details
Title:
|
MAPPING MULTIPLE LITERACIES
AN INTRODUCTION TO DELEUZIAN LITERACY STUDIES |
By: |
David (David Robert) Cole, Diana Masny |
Format: |
Hardback |
List price:
|
£130.00 |
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
ISBN 10: |
1441149201 |
ISBN 13: |
9781441149206 |
Publisher: |
CONTINUUM PUBLISHING CORPORATION |
Pub. date: |
24 May, 2012 |
Pages: |
210 |
Description: |
Offers a research based approach to understanding literacy as a process and a social practice, drawing on the philosophy of Gilles Dilleuze. This title brings together theory and research in the fields of literacy study and European philosophy through a synthesis of Multiple Literacies Theory (MLT) and the philosophical work of Gilles Deleuze. |
Synopsis: |
MappingMultiple Literaciesbrings together the latest theory and research in the fields of literacy studyand European philosophy, Multiple Literacies Theory (MLT) and the philosophicalwork of Gilles Deleuze. It frames the process of becoming literate as a fluidprocess involving multiple modes of presentation, and explains these processesin terms of making maps of our social lives and ways of doing things together.For Deleuze, language acquisition is a social activityof which we are a part, but only one partamongst many others..Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacyresearch and understanding. They outline how we can understand literacy as asocial activity and map the ways in which becoming literate may take hold andtransform communities. The chapters in this book weave together theory, dataand practice to open up a creative new area of literacy studies and to provokevigorous debate about the sociology of literacy. |
Illustrations: |
black & white illustrations |
Publication: |
US |
Imprint: |
Continuum Publishing Corporation |
Returns: |
Non-returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|