Literacy Practices in Transition explores the connections between local, situated literacy practices and global processes of mobility in the geographical space of the Nordic countries, an example of contemporary mobile societies. The detailed empirical analyses show how these connections affect individuals, practices and policies; how the global and local meet in discourses and practices and how people need to (re)negotiate their way in the complex and messy spaces in which they move. The volume challenges current trends in the global standardization of language and literacy education. Instead, it promotes the idea of literacy as a multiple, multilingual, multimodal and constantly contestable and negotiable phenomenon, which calls for the development of language and literacy education that is sensitive to the needs and experiences of the individual actors.
Anne Pitkanen-Huhta received her academic training at the universities of Jyvaskyla and Lancaster. She is currently a professor of English, language learning and teaching at the Department of Languages, University of Jyvaskyla. Her research focuses on multilingual literacy and discourse practices, especially of young people, and foreign language learning in formal and informal contexts. Her research employs ethnographic and discourse analytic methods. Lars Holm holds a PhD in literacy and globalization and is currently associate professor at the Department of Education, Aarhus University. His research focuses on literacy and language practices in complex multilingual and postcolonial settings and on concepts and practices in literacy and language testing in education.
Preface Lars Holm and Anne Pitkanen-Huhta: Literacy Practices in Transition: Setting the Scene Section I: Literacy and Identities in Transition Chapter 1: Anne Golden and Elizabeth Lanza: Narratives on Literacies: Adult Migrants' Identity Construction in Interaction Chapter 2: Asa Wedin: Literacy in Negotiating, Constructing and Manifesting Identities: The Case of Immigrant Unaccompanied Refugee Boys in Sweden Chapter 3: Sangeeta Bagga-Gupta: Privileging Identity Positions and Multimodal Communication in Textual Practices. Intersectionality and the (Re)negotiation of Boundaries Section II: Local Practices in Transition Chapter 4: Line Moller Daugaard and Helle Pia Laursen: Multilingual Classrooms as Sites of Negotiations of Language and Literacy Chapter 5: Mia Halonen: Skills as Performances: Literacy Practices of Finnish Sixth-graders Chapter 6: Monica Axelsson and Kristina Danielsson: Multimodality in the Science Classroom Chapter 7: Laura McCambridge and Anne Pitkanen-Huhta: Discourses of Literacy on an International Master's Programme: Examining Students' Academic Writing Norms Section III: Policies and Practices in Transition Chapter 8: Lars Holm and Sari Poeyhoenen: Localising Supranational Concepts of Literacy in Adult Second Language Teaching Chapter 9: Lise Iversen Kulbrandstad and Anne Marit Vesteraas Danbolt: Teacher Reflections under Changing Conditions for Literacy Learning in Multicultural Schools in Oslo Chapter 10: Rita Hvistendahl: Bilingual teachers: Making a Difference? Afterword: David Barton: On the Move: Transitions in Literacy Research