In this article, the authors borrow the term literacy rich environment (LRE) from childhood literacy to account for the changing nature of physical environments that embody a range of information and communication technologies. Different factors such as race and income are considered to sit
In this article, the authors borrow the term literacy rich environment (LRE) from childhood literacy to account for the changing nature of physical environments that embody a range of information and communication technologies. Different factors such as race and income are considered to situate LREs in relation to schools and neighborhoods. The confluence of factors is illustrated through the use of geographic information systems (GIS) where geospatial relationships between LREs and educational and cultural institutions are made explicit.
The article introduces the concept of identity literacy—readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system. The article describes a study of teachers implicitly guided by the goal of teaching students to read texts in this manner.
Drawing on data from a qualitative, longitudinal study, this article explores how former adult literacy participants in rural El Salvador conceptualized the cultural model of educación, a model encompassing academic knowledge and social competence. The article identifies how adults understood the meanings of and pathways to educación, its relationship with schooling and print literacy, and implications for research and practice.
This article looks at the literacy learning experience of an auto worker turned union representative; a blind computer programming; two bilingual autodidacts; and a for