ABSTRACT
This book explores the conceptual framework, opportunities for learning, as a transaction between literacy learners, mediating agents, and the literacy content to be learned within social, cultural, and historical contexts. With contributions from top scholars from around the world, the chapters in this book provide a window into the varied ways learners, their families, educators, and researchers have co-constructed opportunities for learning in a range of PK-12 classrooms, community settings, and university classrooms across the globe. Building on decades of existing scholarship, contributors conceptualize literacy as social practice and discuss a variety of literacies—including engineering literacies, community literacies, and bilingual and multicultural literacies and more—through real-world and insightful examples. By situating literacy learning in the complex social, cultural, and historical contexts in which students, teachers, and families live and work, chapter authors provide nuanced, qualitative, and deeply profound views of literacy learning. Critical and informative, with a myriad of examples on co-constructed opportunities for learning, this volume is an essential text for graduate courses on literacy education, and for literacy researchers, teacher educators, and teachers.
TABLE OF CONTENTS
part I|30 pages
Setting the Context
chapter |9 pages
Introduction
chapter 1|19 pages
What Do Opportunities and Diversities Have to Do with Literacies Teaching and Learning?
part II|91 pages
Opportunities for Learning
chapter 3|13 pages
Teaching through Lifeworlds of Aboriginal Children
chapter 4|17 pages
Positioning and Academic Diversity in a First-Grade Literacy Programme
chapter 6|15 pages
Transnational Digital Literacies and Transitory Opportunities
part III|75 pages
Literacies, Diversities, and Opportunities for Learning
chapter 9|12 pages
The City as Curriculum
part IV|70 pages
Opportunities for Learning