Literacies: A Critical Sourcebook
Second Edition ©2020 Ellen Cushman; Christina Haas; Mike Rose Formats: E-book, Print
As low as $29.99
As low as $29.99
This era raises fresh questions about literacy and learning in the global economy and digital age. Literacies: A Critical Sourcebook, provides a collection of readings on literacy with a range of perspectives on these definitions and controversies. This new collection offers a framework to assist in understanding literacy as a more complex and layered phenomenon than disciplinary categories alone can convey. Though no single volume can do justice to the bountiful scholarship on literacy, Literacies: A Critical Sourcebook, includes both traditional studies that have had an influence on the field and studies that rely on newer lines of inquiry. It is a collection representative of diverse perspectives and research methodologies that, taken together, offer a rich understanding of how literacy works.
Authors
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Ellen Cushman
Ellen Cushman is Associate Dean of Academic Affairs, Diversity and Inclusion and Dean’s Professor of Civic Sustainability in the College of Social Sciences and Humanities at Northeastern University in Boston, MA. She served as co-editor with Mary Juzwik of Research in the Teaching of English (2012-2017) and published two books on literacy studies in an inner city community (The Struggle and The Tools, SUNY 1998) and the Cherokee Nation (The Cherokee Syllabary, University of Oklahoma Press, 2012) . She received her PhD from Rensselaer Polytechnic Institute.
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Mike Rose
Mike Rose is a Research Professor in the UCLA Graduate School of Education and Information Studies. He is a member of the National Academy of Education and the recipient of a Guggenheim Fellowship, the Grawemeyer Award in Education, and awards from the Spencer Foundation, the National Council of Teachers of English, the Modern Language Association, and the American Educational Research Association. He also received the Commonwealth Club of California’s Award for Literary Excellence in Nonfiction. His books include Lives on the Boundary: The Struggles and Achievements of America’s Educationally Underprepared, Possible Lives: The Promise of Public Education in America, The Mind at Work: Valuing the Intelligence of the American Worker, Why School?: Reclaiming Education for All of Us, and Back to School: Why Everyone Deserves a Second Chance at Education.
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Christina Haas
Christina Haas is a Professor Emeritus at the University of Minnesota, Twin Cities. She received her PhD from Carnegie Mellon University and previously held faculty positions at Penn State University and Kent State University. She currently lives outside Livingston, Montana.
Table of Contents
Gateway 1. What are Literacies?
Articles
1 Scribner and Cole (1981). The Practice of Literacies. In The psychology of literacy (pp. 234-42; 250-51). Cambridge, MA: Harvard UP.
2 Hayes, J. R. (2012). Modeling and remodeling writing. Written communication, 29(3), 369-388.
3 Cavallo, Guglielmo, Roger Chartier, and Lydia G. Cochrane. A History of Reading in the West. Univ of Massachusetts Press, 1999.
4 Boone, Elizabeth Hill, and Walter Mignolo. Writing without words: Alternative literacies in Mesoamerica and the Andes. Duke University Press, 1994.
5 Cushman, E. (2011). The Cherokee syllabary: A writing system in its own right. Written Communication, 28, 255-281. Doi: 10.1177/0741088311410172.
6 Woods, Christopher E. Visible Speech. Oriental Institute of the University of Chicago, 2010. Table only. 1 pg
Gateway 2. Where are Literacies?
Articles
7 Heath, S. B. (1983). Literate traditions in Trackton. In Ways with words: Language, life, and work in communities and classrooms (pp.190-211). Cambridge, UK: Cambridge UP.
8 Witte, S. (1992). Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237-308.
9 Fishman, A. (1991). Because this is who we are: Writing in the Amish community. In D. Barton & R. Invanic (Eds.), Writing in the Community (pp.14-37). Newbury Park, CA: Sage.
10 Jones Royster, Jacqueline. Part 2 A Historical View from Chapter 5 From this Fertile Ground. Traces of a Stream. Pittsburgh, PA: Pittsburgh UP, 2000.
11 Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
12 Jiménez, R. T., David, S., Fagan, K., Risko, V. J., Pacheco, M., Pray, L., & Gonzales, M. (2015). Using translation to drive conceptual development for students becoming literate in English as an additional language. Research in the Teaching of English, 49(3), 248-271.
13 Canagarajah, A. S. (2013). Negotiating Trans lingual Literacies: An Enactment. Research in the Teaching of English, 48(1), 40-67.
Gateway 3. What are the Tools of Literacies?
Articles
14 Haas, C. (1996). The technology question. In Writing Technologies: Studies in the materiality of Literacies (pp.3-23). Manwah, NJ: Erlbaum.
15 Wilson, A. (2000). Visuality and prisoners’ letters. In D. Barton & N. Hall (Eds.), Letter writing as a social practice (pp.179-198). Philadelphia, PA: John Benjamins Publishing Company.
16 Kress, G. (2003). Preface. In Literacies in the new media age (pp. 9-14). London: Routledge.
17 Hull, G. A., & Katz, M. L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 43-81.
18 Winke, P., & Goertler, S. (2013). Did we forget someone? Students’ computer access and Literacies for CALL. Calico Journal, 25(3), 482-509.
19 Garcia, Antero, and Ernest Morrell. "City youth and the pedagogy of participatory media." Learning, Media and Technology 38.2 (2013): 123-127.
Gateway 4. How are Literacies Learned and Taught?
Articles
20 Brandt, D. (1998). Sponsors of Literacies. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacies: A critical sourcebook (pp.555-571). Boston, MA: Bedford/St. Martins Press
21 Grande, S. M. A. (2000). American Indian geographies of identity and power: At the crossroads of Indigena and Mestizaje. Harvard Educational Review, 70(4), 467-499.
22 Shanahan, Timothy, & Shanahan, Cynthia. (2012). What Is Disciplinary Literacy and Why Does It Matter? Topics in Language Disorders, 32(1), 7-18.
23 Dyson, A. H. (2018). A Sense of Belonging: Writing (Righting) Inclusion and Equity in a Childs Transition to School. Research in the Teaching of English, 52(3), 236-261.
24 Juchniewicz, M. M. (2012). Visible voices: Literacies identity and the invisible homeless. Journal of Adult & Adolescent Literacies, 55(6), 505-515.
25 Li, G. Understanding English Language Learners Literacies from a Cultural Lens: An Asian Perspective. International Handbook of Research on Childrens Literacies, Learning, and Culture, 139-154.
Gateway 5. How are Literacies Legislated?
Articles
26 Arnove, R. F., & Graff, H. J. (1987). National literacy campaigns: Historical and comparative lessons. The Phi Delta Kappan, 69(3), 202-206.
27 LeVine, R., LeVine, S., & Schnell, B. (2001). "Improve the women": Mass schooling, female Literacies, and worldwide social change. Harvard Educational Review, 71, 1-51.
28 Gilmore, Perry and Leisy Wyman. (2013) An Ethnographic Long Look: Language and Literacies Over Time and Space in Alaska Native Communities. Kathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll, (Eds). (pps. 121-138). John Wiley & Sons: London, UK.
29 Gutierrez, K. D., Baquedano-Lopez, P., & Asato, J. (2010). "English for the children": The new Literacies of the old world order, language policy and educational reform. Bilingual Research Journal, 24(1-2), 87-112.
30 Willis, A. I. (2009). EduPolitical Research: Reading Between the Lines. Educational Researcher, 38(7), 528-536. doi: 10.3102/0013189X09347584.
31 Haddix, M. (2009). Black boys can write: Challenging dominant framings of African American adolescent males in Literacies research. Journal of Adolescent & Adult Literacies, 53(4), 341-343.
Gateway 6. How are and Where are Literacies Contested?
Articles
32 Freire, P. (1970). The adult Literacies process as cultural action for freedom and education and conscientizacao. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacies: A critical sourcebook (pp.616-628). Boston, MA: Bedford/St. Martins Press.
33 Street, Brian (2011). "Introduction: Ethnographic Perspectives on Literacies." Literacies and Development: Ethnographic Perspectives. London, UK: Taylor and Francis. 1-17.Smitherman, G. (1986).
34 Smitherman, G. "How I got ovah": African world view and afro-american oral tradition. In Talkin and testifyin: The language of black America (pp. 73-100). Detroit, MI: Wayne State University Press.
35 Luke, A. (2000). Critical Literacies in Australia: A matter of context and standpoint. Journal of adolescent & adult Literacies, 448-461.
36 Rose, Mike. (2003). Words in action: Rethinking workplace literacy. RTE 38, 125-28.
37 Lee, Carol. (2014) The Multi-Dimensional Demands of Reading in the Disciplines. Journal of Adolescent and Adult Literacies. 58(1): 9-15.
38 Blackburn, M. (2003). Exploring Literacies Performances and Power Dynamics at the Loft:" Queer Youth Reading the World and the Word". Research in the Teaching of English, 37(4), 467-490.
39 Myers, S. V. (2014). "They didnt tell me anything": community Literacies and resistance in rural México. In Literacies and migration across the US-Mexico border (pp. 88-111). Carbondale, IL: Southern Illinois University Press.
Product Updates
Authors
-
Ellen Cushman
Ellen Cushman is Associate Dean of Academic Affairs, Diversity and Inclusion and Dean’s Professor of Civic Sustainability in the College of Social Sciences and Humanities at Northeastern University in Boston, MA. She served as co-editor with Mary Juzwik of Research in the Teaching of English (2012-2017) and published two books on literacy studies in an inner city community (The Struggle and The Tools, SUNY 1998) and the Cherokee Nation (The Cherokee Syllabary, University of Oklahoma Press, 2012) . She received her PhD from Rensselaer Polytechnic Institute.
-
Mike Rose
Mike Rose is a Research Professor in the UCLA Graduate School of Education and Information Studies. He is a member of the National Academy of Education and the recipient of a Guggenheim Fellowship, the Grawemeyer Award in Education, and awards from the Spencer Foundation, the National Council of Teachers of English, the Modern Language Association, and the American Educational Research Association. He also received the Commonwealth Club of California’s Award for Literary Excellence in Nonfiction. His books include Lives on the Boundary: The Struggles and Achievements of America’s Educationally Underprepared, Possible Lives: The Promise of Public Education in America, The Mind at Work: Valuing the Intelligence of the American Worker, Why School?: Reclaiming Education for All of Us, and Back to School: Why Everyone Deserves a Second Chance at Education.
-
Christina Haas
Christina Haas is a Professor Emeritus at the University of Minnesota, Twin Cities. She received her PhD from Carnegie Mellon University and previously held faculty positions at Penn State University and Kent State University. She currently lives outside Livingston, Montana.
Table of Contents
Gateway 1. What are Literacies?
Articles
1 Scribner and Cole (1981). The Practice of Literacies. In The psychology of literacy (pp. 234-42; 250-51). Cambridge, MA: Harvard UP.
2 Hayes, J. R. (2012). Modeling and remodeling writing. Written communication, 29(3), 369-388.
3 Cavallo, Guglielmo, Roger Chartier, and Lydia G. Cochrane. A History of Reading in the West. Univ of Massachusetts Press, 1999.
4 Boone, Elizabeth Hill, and Walter Mignolo. Writing without words: Alternative literacies in Mesoamerica and the Andes. Duke University Press, 1994.
5 Cushman, E. (2011). The Cherokee syllabary: A writing system in its own right. Written Communication, 28, 255-281. Doi: 10.1177/0741088311410172.
6 Woods, Christopher E. Visible Speech. Oriental Institute of the University of Chicago, 2010. Table only. 1 pg
Gateway 2. Where are Literacies?
Articles
7 Heath, S. B. (1983). Literate traditions in Trackton. In Ways with words: Language, life, and work in communities and classrooms (pp.190-211). Cambridge, UK: Cambridge UP.
8 Witte, S. (1992). Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237-308.
9 Fishman, A. (1991). Because this is who we are: Writing in the Amish community. In D. Barton & R. Invanic (Eds.), Writing in the Community (pp.14-37). Newbury Park, CA: Sage.
10 Jones Royster, Jacqueline. Part 2 A Historical View from Chapter 5 From this Fertile Ground. Traces of a Stream. Pittsburgh, PA: Pittsburgh UP, 2000.
11 Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
12 Jiménez, R. T., David, S., Fagan, K., Risko, V. J., Pacheco, M., Pray, L., & Gonzales, M. (2015). Using translation to drive conceptual development for students becoming literate in English as an additional language. Research in the Teaching of English, 49(3), 248-271.
13 Canagarajah, A. S. (2013). Negotiating Trans lingual Literacies: An Enactment. Research in the Teaching of English, 48(1), 40-67.
Gateway 3. What are the Tools of Literacies?
Articles
14 Haas, C. (1996). The technology question. In Writing Technologies: Studies in the materiality of Literacies (pp.3-23). Manwah, NJ: Erlbaum.
15 Wilson, A. (2000). Visuality and prisoners’ letters. In D. Barton & N. Hall (Eds.), Letter writing as a social practice (pp.179-198). Philadelphia, PA: John Benjamins Publishing Company.
16 Kress, G. (2003). Preface. In Literacies in the new media age (pp. 9-14). London: Routledge.
17 Hull, G. A., & Katz, M. L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 43-81.
18 Winke, P., & Goertler, S. (2013). Did we forget someone? Students’ computer access and Literacies for CALL. Calico Journal, 25(3), 482-509.
19 Garcia, Antero, and Ernest Morrell. "City youth and the pedagogy of participatory media." Learning, Media and Technology 38.2 (2013): 123-127.
Gateway 4. How are Literacies Learned and Taught?
Articles
20 Brandt, D. (1998). Sponsors of Literacies. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacies: A critical sourcebook (pp.555-571). Boston, MA: Bedford/St. Martins Press
21 Grande, S. M. A. (2000). American Indian geographies of identity and power: At the crossroads of Indigena and Mestizaje. Harvard Educational Review, 70(4), 467-499.
22 Shanahan, Timothy, & Shanahan, Cynthia. (2012). What Is Disciplinary Literacy and Why Does It Matter? Topics in Language Disorders, 32(1), 7-18.
23 Dyson, A. H. (2018). A Sense of Belonging: Writing (Righting) Inclusion and Equity in a Childs Transition to School. Research in the Teaching of English, 52(3), 236-261.
24 Juchniewicz, M. M. (2012). Visible voices: Literacies identity and the invisible homeless. Journal of Adult & Adolescent Literacies, 55(6), 505-515.
25 Li, G. Understanding English Language Learners Literacies from a Cultural Lens: An Asian Perspective. International Handbook of Research on Childrens Literacies, Learning, and Culture, 139-154.
Gateway 5. How are Literacies Legislated?
Articles
26 Arnove, R. F., & Graff, H. J. (1987). National literacy campaigns: Historical and comparative lessons. The Phi Delta Kappan, 69(3), 202-206.
27 LeVine, R., LeVine, S., & Schnell, B. (2001). "Improve the women": Mass schooling, female Literacies, and worldwide social change. Harvard Educational Review, 71, 1-51.
28 Gilmore, Perry and Leisy Wyman. (2013) An Ethnographic Long Look: Language and Literacies Over Time and Space in Alaska Native Communities. Kathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll, (Eds). (pps. 121-138). John Wiley & Sons: London, UK.
29 Gutierrez, K. D., Baquedano-Lopez, P., & Asato, J. (2010). "English for the children": The new Literacies of the old world order, language policy and educational reform. Bilingual Research Journal, 24(1-2), 87-112.
30 Willis, A. I. (2009). EduPolitical Research: Reading Between the Lines. Educational Researcher, 38(7), 528-536. doi: 10.3102/0013189X09347584.
31 Haddix, M. (2009). Black boys can write: Challenging dominant framings of African American adolescent males in Literacies research. Journal of Adolescent & Adult Literacies, 53(4), 341-343.
Gateway 6. How are and Where are Literacies Contested?
Articles
32 Freire, P. (1970). The adult Literacies process as cultural action for freedom and education and conscientizacao. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacies: A critical sourcebook (pp.616-628). Boston, MA: Bedford/St. Martins Press.
33 Street, Brian (2011). "Introduction: Ethnographic Perspectives on Literacies." Literacies and Development: Ethnographic Perspectives. London, UK: Taylor and Francis. 1-17.Smitherman, G. (1986).
34 Smitherman, G. "How I got ovah": African world view and afro-american oral tradition. In Talkin and testifyin: The language of black America (pp. 73-100). Detroit, MI: Wayne State University Press.
35 Luke, A. (2000). Critical Literacies in Australia: A matter of context and standpoint. Journal of adolescent & adult Literacies, 448-461.
36 Rose, Mike. (2003). Words in action: Rethinking workplace literacy. RTE 38, 125-28.
37 Lee, Carol. (2014) The Multi-Dimensional Demands of Reading in the Disciplines. Journal of Adolescent and Adult Literacies. 58(1): 9-15.
38 Blackburn, M. (2003). Exploring Literacies Performances and Power Dynamics at the Loft:" Queer Youth Reading the World and the Word". Research in the Teaching of English, 37(4), 467-490.
39 Myers, S. V. (2014). "They didnt tell me anything": community Literacies and resistance in rural México. In Literacies and migration across the US-Mexico border (pp. 88-111). Carbondale, IL: Southern Illinois University Press.
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FAQs
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Are you a campus bookstore looking for ordering information?
MPS Order Search Tool (MOST) is a web-based purchase order tracking program that allows customers to view and track their purchases. No registration or special codes needed! Just enter your BILL-TO ACCT # and your ZIP CODE to track orders.
Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
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Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
Integrate Macmillan courses with Canvas
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If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
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-
Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
-
-
-
We can help! Contact your representative to discuss your specific needs for your course. If our off-the-shelf course materials don’t quite hit the mark, we also offer custom solutions made to fit your needs.
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Literacies: A Critical Sourcebook
This era raises fresh questions about literacy and learning in the global economy and digital age. Literacies: A Critical Sourcebook, provides a collection of readings on literacy with a range of perspectives on these definitions and controversies. This new collection offers a framework to assist in understanding literacy as a more complex and layered phenomenon than disciplinary categories alone can convey. Though no single volume can do justice to the bountiful scholarship on literacy, Literacies: A Critical Sourcebook, includes both traditional studies that have had an influence on the field and studies that rely on newer lines of inquiry. It is a collection representative of diverse perspectives and research methodologies that, taken together, offer a rich understanding of how literacy works.
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