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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
Australian Journal of Education – SAGE
Published: Aug 1, 1990
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