ABSTRACT
In Chapter 1 we explained what we mean by a situated view of literacy. Here we develop this conceptual framing, drawing on the examples in the previous chapter. We first revisit the key concepts which we introduced in Chapter 1. We then present a framework for understanding more about literacy practices, explaining each element in detail. This provides the foundation first for comparing students’ everyday literacy practices with those on college courses (in Chapters 4 and 5), and second for analysing the changes lecturers made in the reading and writing on their courses (in Chapters 6 and 7). The framework is not only a useful research tool, but can also enable teachers to understand more about their students’ literacy practices.
