Learning and Literacy over Time

Julian Sefton-Green is an independent scholar working in Education and the Cultural and Creative Industries. He is currently Principal Research Fellow at the London School of Economics & Political Science, UK. He has researched and written widely on many aspects of media education, new technologies, creativity and informal learning.Jennifer Rowsell is a Professor and Canada Research Chair at Brock University, Canada. She is currently Principal Investigator of a SSHRC-funded study linking literacy with community and the arts entitled, Community Arts Zone. She has researched and written in the areas of New Literacy Studies, multimodality and multiliteracies.

• 1. Introduction: Making sense of longitudinal perspectives on literacy learning – a revisiting approach. Julian Sefton-Green. 2. School literate repertoires: that was then, this is now. Barbara Comber. 3. Fire+hope up: on revisiting the process of revisiting a literacy- for- social action project. Claudia Mitchell. 4. Cultural studies went to school and where did it end up? Julian Sefton-Green. 5. Revisiting children and families: temporal discourse analysis and the longitudinal construction of meaning. Catherine Compton-Lilly. 6. Who were we becoming? Revisiting cultural production in room 217. Saskia Stille. 7. The everyday and faraway: revisiting local literacies. Mary Hamilton. 8. Artifacts of resilience: enduring narratives, texts, practices across three generations. Kate Pahl and Aliya Khan. 9. Reframing reading youth writing. Michael Hoechsmann and Naomi Lightman. 10. A steadfast revisit: keeping with tradition, in a different space and time. Jennifer Rowsell. 11. Drama and the literacy of lives in progress. Kathleen Gallagher. 12. Life in rhyme: art, literacy, and survival. Glynda Hull and Randolph Young.

"Through the idea of revisiting, this volume offers new perspectives and new ways of thinking about the nature and purpose of literacy research in education. The case studies are engaging and reflective, demonstrating changes in the researchers, the research participants, and the settings over time. Moreover, the topics and long-term results discussed by the researchers are particularly relevant to teacher-educators and researchers in education and anthropology. The methodology used is highlighted and discussed in detail, and the book will appeal to post-graduate students and researchers engaged in language and literacy studies, educational anthropology, and life-history research...Summing Up: Recommended. Graduate students, researchers, and faculty."- A. L. Hsu, State University of New York College at Old Westbury, for CHOICE, July 2015