Literacy under and over the desk: oppositions and heterogeneity

In this paper I argue that a dominant theme in New Literacy Studies research, the differences between literacy practices inside and outside school, has sometimes involved conflating ‘home literacy’ with private, unregulated ‘vernacular literacy’, and the use of an idealised abstract notion of schooled literacy to represent students’ actual everyday experience in the classroom. Drawing on linguistic ethnographic research in two British primary schools, I use examples of ‘unofficial’ and ‘official’ literacy activities from 10-11 year-olds to show that a wide range of different forms of literacy can be found in the classroom and I argue that the division between ‘vernacular’ and ‘schooled’ is not as clear-cut as is sometimes assumed. My analysis of children’s literacy activities suggests that, on the one hand, unofficial activities orientate towards and index official knowledges and the macro-level institutional order and, on the other hand, official activities are interpenetrated with informal practices and procedures. I also comment on some implications of using the New Literacy Studies ‘events and practices’ conceptual framework for understanding what is going on in classrooms

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy

‘Getting the seat of your pants dirty’: space and place in ethnographic educational research

In this paper I consider the importance of space and place in ethnographic educational research. The paper draws on research that took place at Educational Video Center (EVC), a non-profit media education centre in New York City (NYC). In this paper I articulate EVC as a place imbued with meaning from the pedagogical practices that take place within and regarding it and argue for a consideration of spatiality in ethnographic educational research. I consider the role of the city landscape in order to identify how knowledge is emplaced and represented through digital, visual technology and conclude by outlining the criticality of spatialising our ethnographic practices

Urban renewal from the inside out: Spatial and critical literacies in a low socioeconomic school community

This article focuses on how teachers worked to build a meaningful curriculum around changes to a neighborhood and school grounds in a precinct listed for urban renewal. Drawing on a long-term relationship with the principal and one teacher, the researchers planned and designed a collaborative project to involve children as active participants in the redevelopment process, negotiating and redesigning an area between the preschool and the school. The research investigated spatial literacies, that is, ways of thinking about and representing the production of spaces, and critical literacies, in this instance how young people might have a say in remaking part of their school grounds. Data included videotapes of key events, interviews, and an archive of the elementary students' artifacts experimenting with spatial literacies. The project builds on the insights of community members and researchers working for social justice in high-poverty areas internationally that indicate the importance of education, local action, family, and youth involvement in building sustainable and equitable communities