Moss, G;
(2021)
Literacies and social practice: sociological perspectives on reading research.
Education 3-13
, 49
(1)
pp. 41-51.
10.1080/03004279.2020.1824701.
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Abstract
This article considers the distinctive contribution that sociological perspectives have made to understanding reading as a profoundly social and cultural activity, differentiated by the specifics of time and place. Literacy researchers, using a social lens, have sought to explore, explain and redress inequalities in access to and uses of literacy in its different forms. This has often meant championing pedagogies premised on dialogue and connection. Yet this may conflict with an emphasis in current policy on children mastering a relatively narrow skills-based definition of literacy as they begin to learn to read. The article explores how the tension points in the literacy curriculum, intensified in test-based accountability systems, can be navigated in this light.
| Type: | Article |
|---|---|
| Title: | Literacies and social practice: sociological perspectives on reading research |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004279.2020.1824701 |
| Publisher version: | https://doi.org/10.1080/03004279.2020.1824701 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Literacy, social practice, reading, pedagogy, policy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10115268 |
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