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"The editors and contributors have stepped courageously to the forefront of what surely will become a fundamental phenomenon characterizing civil societies in the coming decades."
—From the Foreword by Shirley Brice Heath "While I consider myself well read in this area, I learned a great deal from the extensive literature review. The narrative is compelling, and this is simply a good read."
—Margaret Finders, Washington University in St. Louis
"A wide-ranging and deeply insightful discussion . . . makes a major contribution to current sociocultural and critical approaches to language, literacy, and education."
—James Paul Gee, Tashia Morgridge Professor of Reading, University of Wisconsin-Madison
This timely book uses research on literacy outside of school to challenge how we think about literacy inside of school. Bringing together highly respected literacy researchers, this volume bridges the divide in the literature between formal education and the many informal settings-such as homes, community organizations, and after-school programs-in which literacy learning flourishes. To help link research findings with teaching practices, each chapter includes a response from classroom teachers (K-12) and literacy educators. This book's unique blending of perspectives will have a profound effect on how literacy will be taught in school.
