Overview
- Provides comprehensive descriptions and original visual representations to explain a new model for the literacy event
- Uniquely draws from established theories to propose and support a new 21st century theory of literacy as sensemaking
- Challenges beliefs about empowerment/disempowerment of individuals
- Groups across a range of socio-historical-cultural constructions of literacy
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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About this book
This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education. The chapters unfold in a creative interplay of practice and theory. Narey’s insightful questioning into the socio-historical-cultural implications of “literacy as empowerment” establishes the critical context, while Kerry-Moran’s examination of the burgeoning literacy landscape reveals challenges for teacher education. Drawing upon classic and cutting-edge theories, Narey builds a provocative and powerful case for a 21st century construct of literacy as sense-making: sense as relative to the senses (i.e., sight, hearing) and sense as making meaning. Her innovative model of the literacy event opens up a range of potential foci for analysis and facilitates her teasing out of two critical areas for instruction: sensory perception and aesthetic knowledge. This theoretical sense-making lens is applied to Kerry-Moran’s teacher education classroom as the authors reflect upon further development. As a timely original and thought-provoking work, this slim volume of big ideas promises to be a valuable resource for teacher educators and other scholars who seek a clear and cohesive frame for literacy in 21st century education.
This is a very well written scholarly text that provides a new and important theory of 21st century literacy. Narey’s sketches of literacy as sense-making are laid out in logical form, building upon researched and referenced sources to ground her ideas and offering the reader information, examples and new insights. In addition to providing many significant perspectives underpinning her new theory, Narey provides excellent historical and current explanations about literacy from highly respected researchers in the field. The inclusion of a practical application of Narey’s conceptual/theoretical framework to Kerry-Moran's example of an instructional unit in a teacher education course is helpful to understanding the theory in practice. The references throughout the work are extensive, comprehensive and very well documented. This text, Sense-making: Problematizing Constructs of Literacy for 21st Century Education, contributes original thinking to the field of literacy and learning and would be an excellent resource for literacy and language professors or instructors in a post-graduate or professional development program.
Penny Silvers, Professor of Education, Dominican University, USA
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Keywords
- Transactional theory of literacy
- sensory and perceptual skills
- literacy is sense-making
- add-on literacies
- examining print-based literacy development
- refocusing literacy teaching and learning on sense-making
- Materiality and embodiment
- Creative capacities
- Semiotic shift
- Aesthetic development
- Literacy as empowerment
- learning and instruction
Table of contents (7 chapters)
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Front Matter
Reviews
“The world right now is unpredictable, its complexity and mystery at the foreground, and the need for creativity, ingenuity, cooperation, and compassion to dance with, rather than against it, at the most pressing. Enter Marilyn J. Narey and Kelli Jo Kerry-Moran who offer in this book a treatment of literacy that parallels the conditions of our time. They call their chapters a “series of sketches” that investigate from the vantage of teacher educators intimately acquainted with the dynamism of classrooms, young people, and teachers what it means to conceptualize literacy as ‘sense-making’. In so doing they invite readers into a conversation like no other—a conversation that feels immediate, reaching, earnest, and something that can become greater than the sum of its parts. This is a book of wonder and of slow exploration that will have its audiences in teachers, teacher educators, graduate students of education and literacy, and other literacy education researchers and that will have those audiences enthralled.” (Rachel Heydon, Professor, Faculty of Education, Western University, Ontario Canada)
Authors and Affiliations
Bibliographic Information
Book Title: Sense-making: Problematizing Constructs of Literacy for 21st Century Education
Authors: Marilyn J. Narey, Kelli Jo Kerry-Moran
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-3-030-68117-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Softcover ISBN: 978-3-030-68116-6Published: 16 March 2021
eBook ISBN: 978-3-030-68117-3Published: 15 March 2021
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: IX, 123
Number of Illustrations: 9 b/w illustrations, 1 illustrations in colour
Topics: Literacy, Teaching and Teacher Education, Learning & Instruction