ABSTRACT
Authors Lewis, Enciso, and Moje, like a growing number of other literacy scholars, organize their work around a sociocultural theory of learning and development, as a sociocultural approach has particular affordances for scholars interested in a more dynamic and processual notion of culture, and the ways individual and culture are mutually constituted. A sociocultural approach provides a way to understand what is cultural about learning. Cultural–historical activity theory, in particular, also helps to understand that literacy learning is not an individual accomplishment, and instead is built on a history of relationships and influences, both local and distal. In their work, Lewis, Enciso, and Moje set out to redefine what counts as sociocultural theory and research and expand cultural–historical activity theory to include more emphasis on issues of power, historicity, and identity.
