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Book Review: Perspectives on Literacy

Book Review: Perspectives on Literacy Australian Journal of Education, Vol. 34, No.2, 1990 Perspectives on Literacy Book Eugene R. Kintgen, Barry M. Kroll, and Mike Rose Reviews Carbondale, IL: Southern illinois University Press, 1988.464 pp. US$29.95 hb. US$17.95 pb. Ten years ago, we might have claimed that the study of literacy and education was narrowly limited to psychological research, whether behaviourist, cognitive or psycholinguistic. However, the range of interesting, provocative and, for edu­ cators, useful research on literacy has expanded-perhaps to the point where it is difficult to track and make sense of. A visible shift in the kinds of disciplinary theory and research which inform educational work is under way: perhaps tan­ tamount to the early 20th century shift towards educational psychology, the breakthroughs in the field of literacy studies now reflect a range of disciplinary perspectives. The sheer volume of new anthologies and studies (e.g, Bloom, 1987; Cook-Gumperz, 1986; De Castell, Luke, & Egan, 1986; Langer, 1987; Olson, Torrance, & Hildyard, 1986) is compounded by the fact that the work of those traditionally not featured in teacher education and postgraduate education courses-social historians, ethnographers, rhetoricians, literary theorists and, until recently, sociolinguists and cross-cultural psychologists-often is pitched in discourses inaccessible to those outside http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Perspectives on Literacy

Australian Journal of Education , Volume 34 (2): 3 – Aug 1, 1990

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Publisher
SAGE
Copyright
© 1990 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419003400211
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education, Vol. 34, No.2, 1990 Perspectives on Literacy Book Eugene R. Kintgen, Barry M. Kroll, and Mike Rose Reviews Carbondale, IL: Southern illinois University Press, 1988.464 pp. US$29.95 hb. US$17.95 pb. Ten years ago, we might have claimed that the study of literacy and education was narrowly limited to psychological research, whether behaviourist, cognitive or psycholinguistic. However, the range of interesting, provocative and, for edu­ cators, useful research on literacy has expanded-perhaps to the point where it is difficult to track and make sense of. A visible shift in the kinds of disciplinary theory and research which inform educational work is under way: perhaps tan­ tamount to the early 20th century shift towards educational psychology, the breakthroughs in the field of literacy studies now reflect a range of disciplinary perspectives. The sheer volume of new anthologies and studies (e.g, Bloom, 1987; Cook-Gumperz, 1986; De Castell, Luke, & Egan, 1986; Langer, 1987; Olson, Torrance, & Hildyard, 1986) is compounded by the fact that the work of those traditionally not featured in teacher education and postgraduate education courses-social historians, ethnographers, rhetoricians, literary theorists and, until recently, sociolinguists and cross-cultural psychologists-often is pitched in discourses inaccessible to those outside

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1990

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