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Table of Contents

Section A: Introduction A1. Why Study Literacy? A2. Organisation of the Book A3. Keywords A4. Encounters with Literacy A5. Academic Study of Literacy - Mapping the Field A5.1 Meanings of `Literacy' in Different Traditions A5.2 Literacy Acquisition A5.3 Consequences of Literacy A5.4 Literacy as Social Practice A5.5 New Literacies Section B: Extensions B1. Keywords B1.1 Educational Terms B1.2 Anthropological Terms B1.3 Psychological Terms B2. Literacy Acquisition B2.1 Beginning to Read B2.2 Whole Language B2.3 Social Challenges and Policy B2.4 Literacy in Schools B3. Consequences of Literacy B3.1 The Great Divide B3.2 Testing the Literacy Thesis B3.3 Autonomous vs. Ideological Models of Literacy B3.4 Demythologising Literacy B4. Literacy as Social Practice B4.1 Literacy Practices B4.2 Literacy and Identity B4.3 Multilingual Literacies B4.4 Literacies at Work B4.5 The Literacy Thesis Revisited Section C: Explorations C1. Investigating Literacy Practices - An Ethnographic Perspective C2. Literacy Log C3. Phonics, Whole Language and English Orthography C4. Children's Literature - Code, Content and Practice C5. Academic Literacies C6. Workplace Literacies C7. Everyday Writing in Modern Society C8. International Policy and Practice in the Literacy Field C9. "Literacy problems" and the Mass Media . Conclusion: Coming to Terms with New Literacies

About the Author

Brian V. Street is Chair of Language in Education in the Department of Education and Professional Studies at King's College London. Adam Lefstein is Academic Fellow in Pedagogy and Interaction at the Oxford University Department of Educational Studies.

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