Time and space in literacy research /
edited by Catherine Compton-Lilly, University of Wisconsin Madison, Madison, Wisconsin, Erica Halverson, University of Wisconsin Madison, Madison, Wisconsin.
- New York : Routledge, 2014
- xiv, 210 pages ; 24 cm
Includes bibliographical references and index.
"Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research"-- Provided by publisher.
9780415749879
Language arts
Context effects (Psychology)
428.00712 TIM 2014
Includes bibliographical references and index.
"Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research"-- Provided by publisher.
9780415749879
Language arts
Context effects (Psychology)
428.00712 TIM 2014
