ABSTRACT
In this chapter, the authors present the relationship between theory and practice and what shifts they believe posthumanism invites literacy educators to think-be-do with in literacy. Furthermore, with posthumanism, theory takes a different position, one wherein theory is agentic rather than positioned as static. The authors began the project with a sense that posthumanism might expand literacy practices; simultaneously, they are aware that theory/Theory/theories can tend to distract educators or take precedence over practice. Rather than positioning theory as prior to practice, or at least as a distinct entity from practice, the authors situate theory and practice as entangled aspects of the same thing. Literacy educators and curriculum writers make decisions about how to “divide” learning so as to highlight certain skills or certain types of texts. Elementary school teachers worked with the adage “Children learn to read in the primary years and read to learn in the intermediate years”.
