Introduction to Multiple Literacies Theory: A Deleuzian Perspective

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Show simple item record Masny, D Cole, DR
dc.contributor.editor Masny, D
dc.contributor.editor Cole, DR 2010-06-16T04:57:21Z 2009-01
dc.identifier.citation Multiple Literacies Theory: A Deleuzian Perspective, 2009, 1, pp. 1 - 13
dc.identifier.isbn 9789087909093
dc.identifier.other B1 en_US
dc.description.abstract This book comes at a time when literacy has perhaps been overly researched and theorized around the world. Governments are especially interested in investigating and collecting data about how their citizens become literate. One might legitimately ask the question: Why do we need more research and theory about literacy? The short answer to this question is that we do not need more information about the processes of literacy. What we do need is work that combines data with a theoretical frame that makes sense of the diverse literacy practices and complex demographics of populations through which literacy is now apparent. In poststructural terms, it could be said that literacy research is an area of `overcoding (Webb, 2009). This means that the balance between signification and the content of the signification is out of phase. For example, the enormous attention that has been given to reading comprehension in educational research is incongruous with the role that reading comprehension plays in the educational process. Reading comprehension has been over-coded by outside bodies solely interested in the results of reading comprehension, i.e., literacy tests. This volume addresses this situation by going outside of the norm, and proposing a new way of conceptualizing literacy, Multiple Literacies Theory (Masny, 2006), combined with data to solidify this view.
dc.publisher Sense Publishers
dc.title Introduction to Multiple Literacies Theory: A Deleuzian Perspective
dc.type Chapter
dc.parent Multiple Literacies Theory: A Deleuzian Perspective
dc.journal.number en_US
dc.publocation Rotterdam en_US
dc.publocation Rotterdam
dc.identifier.startpage 1 en_US
dc.identifier.endpage 13 en_US FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 200525 Literary Theory
dc.for 200524 Comparative Literature Studies
dc.for 130205 Humanities and Social Sciences Curriculum and Pedagogy (Excl. Economics, Business and Management)
dc.personcode 104016
dc.percentage 34 en_US Comparative Literature Studies en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.edition 1
dc.custom en_US en_US
dc.location.activity en_US
dc.description.keywords NA
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Open Access 2015-04-15 12:23:47.074767+10
pubs.consider-herdc true
utslib.collection.history General (ID: 2)

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