ABSTRACT
When we look at the practices of such [social] groups, it is next to impossible to separate anything that stands apart as a literacy practice from other practices. … You can no more cut the literacy out of the overall social practice, or cut away the non-literacy parts from the literacy parts of the overall practice, than you can subtract the white squares from a chess board and still have a chess board (Gee, 1990, p. 43).
