Rethinking Literacy in Education

Description

Literacy has become central to debates on policy and practice in education in the UK and other English speaking countries. This text introduces teachers to the ways in which literacy, and its place in education, is being re-thought in the late 1990s, from many different perspectives, including those of psychology, sociology, linguistics, politics and history. The book introduces ideas, and relates practical and policy concerns to an understanding of theoretical issues. Concise and accessible, it should connect aspects of the experience of professionals and students alike, and provide suggestions for further reading, and issues for group discussion or individual study.

Peter Hannon is currently Professor of Education at the University of Sheffield where he has directed research projects in parental involvement, family literacy and pre-school intervention. He teaches several Master' courses, including the University of Sheffield distance education MEd in Literacy and is also the author of Literacy, Home and School (Falmer 1995)

"Particularly for practicing teachers who are also working on a Master's or other advanced degree in education, he explores such questions as what literacy is and why it is seen as so important, whether there is more than one kind, how to understand its development in individuals, how it should be taught, and how to research it in education."
-Reference & Research Book News
"Hannon offers a concise, cogent, and valuable resource on literacy in education for all teachers of reading and graduate students in literacy-related programs...The text will prompt multiple conversations among readers with significant knowledge of the historical, sociological, philosophical, and political foundations of the governments, educational systems, and literacy concerns in the UK and the US."
-D.L. Norland, CHOICE, May 2001