Abstract
It is a truism to state that literacy is important to life; it is impossible escape it. In an age where literacy - even just as written text - is delivered via media as diverse as clothing, signs, bodies, music, rap, screens and paper, it cannot be missed. But it is still common when we speak of literacy to assume that we are thinking simply of words in a limited range of contexts and genres. As well, when we investigate it as a practice, we often do so simply in formal and institutional contexts. It is obvious that literacy is embedded in all of life, and that institutional and formal literacy can never be truly separated from the literacy practices of the world beyond school. This is not a new idea, but in the last 20 years, we have developed a richer understanding of what this might mean for the literacy practices sanctioned, supported, and used within schooling. Earlier discussions of the importance of community literacy by administrators, schools, and teachers, were generally framed by a recognition that the literacy experiences of home and community have a significant impact on literacy success at school. But much of this interest has been in how families and their literacy practices serve school agendas, with interest driven by limited definitions of literacy and at times deficit views of learning. This restricted view of the relationship between literacy practices in and out of school, has constrained attempts to build stronger relationships between schools and their communities. As Schultz and Hull state (see Schultz and Hull 2015, “Literacies in and Out of School in the United States,” Volume 2), our students are never simply in school or out of school, for their identities move with them, and their practices are carried with them across contexts. And yet, we still know far less than we need to know about the way literacy touches lives in surprising contexts and in varied forms. There is so much more to know, and hence we require need new ways to help us understand literacy’s varied forms, purposes and uses. And we need to widen our contexts and arenas for exploration.
Notes
- 1.
Green (1988) discusses what he terms a 3D model of literacy. As a sociocultural practice, literacy requires operational skills that are always situated in a cultural context. The learning of the skills of literacy should always recognize the relationship of language to cultural meaning and the distribution of power. Literacy is always selective and embedded and hence requires interpretation and critique.
- 2.
This concern was primarily with how environmental print has an impact on early literacy development.
- 3.
- 4.
The Karen people are a Sino-Tibetan language group who came primarily from the state of Karen in Myanmar (formerly Burma). A large number of these people migrated to Thailand and from there have migrated to various countries around the world.
- 5.
I have written about some of the ways we witness this increased multimodality in my blog “Literacy, Families and Learning” for a general audience. These posts describe some of the forms this takes – http://trevorcairney.blogspot.com.au/search?q=multimodal.
- 6.
This review does not attempt to address the significant work done in relation to adult literacy and workplace literacy. While each body of work is significant in understanding broader community literacy practices, a full discussion of each is outside the scope of this chapter that focuses primarily on the literacy worlds of children.
- 7.
See Cairney (2000) for a more detailed review of this early work.
- 8.
- 9.
Hall (1987) provided one of the earliest syntheses of the emergent literacy research and did much to translate this work into a form that could inform early childhood practice. However, this new view of preschool literacy had its roots in the work of many researchers including Clay (1966), Wells (1982, 1986), Harste et al. (1984), Mason and Allen (1986), and Teale and Sulzby (1986).
- 10.
- 11.
The term “local literacies” has been used by Barton and others (see for example, Barton and Hamilton 1998) to describe the literacy of everyday life. They observed that in everyday lives, people inhabit a textually mediated social world, bringing reading and writing into most activities.
- 12.
- 13.
One of the seminal works on this topic is the work of Lareau (1989).
References
Auerbach, E. (1989). Toward a social-contextual approach to family literacy. Harvard Educational Review, 59, 165–181.
Auerbach, E. (1995). Which way for family literacy: Intervention or empowerment? In L. M. Morrow (Ed.), Family literacy: Connections in schools and communities. Newark: International Reading Association.
Australian Council for Educational Research (ACER). (2010). OECD Programme for International Student Assessment (PISA Australia). Melbourne: ACER.
Bakhtin, M. M. (1935/81). The dialogic imagination: Four essays (ed: Holquist, M.; trans: Emerson, C., & Holquist, M.). Austin: University of Texas Press (TX).
Bakhtin, M. (1929/1973). Problems of Dostoevsky’s poetics (trans: Rotsel, R.W., 1973). Ann Arbor: Ardis.
Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge.
Barton, D. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell.
Bloome, D. (1987). Literacy and schooling. Norwood: Ablex.
Breen, M. P., Louden, W., Barrat-Pugh, C., Rivalland, J., Rohl, M., Rhydwen, M., Lloyd, S., & Carr, T. (1994). Literacy in its place: Literacy practices in urban and rural communities (Vol. 1 & 2). Canberra: DEET.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bruner, J. (1983). Child’s talk: Learning to use language. Oxford: Oxford University Press.
Cairney, T. H. (2003). Literacy in family life. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 85–98). London: SAGE.
Cairney, T. H. (2000). Beyond the classroom walls: The rediscovery of the family and community as partners in education. Educational Review, 52(2), 163–174.
Cairney, T. H., & Ruge, J. (1998). Community literacy practices and schooling: Towards effective support for students. Sydney: DEETYA.
Cairney, T. H., Ruge, J., Buchanan, J., Lowe, K., & Munsie, L. (1995). Developing partnerships: The home, school and community interface (Vol. 1–3). Canberra: DEET.
Cazden, C. (1988). Classroom discourse. Portsmouth: Heinemann.
Clammer, J. (1976). Literacy and social change: A case study of Fiji. Leiden: Brill.
Clay, M. (1966). Emergent reading behaviour. Unpublished PhD thesis, University of Auckland.
Cook-Gumperz, J. (1986). The social construction of literacy. Cambridge: Cambridge University Press.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Melbourne: Macmillan Publishers Australia Pty.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.
Department of Education and Science. (1967). Children and heir primary schools: A report of the Central Advisory Council for Education (England) Vol. 1: Report & Vol 2: Research and surveys (Plowden Report). London: HMSO.
Deyhle, D., & LeCompte, M. (1994). Cultural differences in child development: Navajo adolescents in middle schools. Theory Into Practice, 33(3), 156–166.
Dickie, J. (2011). Samoan students documenting their out-of-school literacies: An insider view of conflicting values. Australian Journal of Language and Literacy, 34(3), 247–259.
Duranti, A., & Ochs, E. (1986). Literacy instruction in a Samoan village. In B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (Vol. 21, pp. 213–232). Norwood: Ablex Publishing Corporation.
Foster, M. (1992). Sociolinguistics and the African-American community: Implications for literacy. Theory Into Practice, 31(4), p303E.
Freebody, P. (2008). Critical literacy education: On living with “innocent language”. In B. V. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Ed, Literacy Volume 2. Philadelphia: Springer.
Freebody, P., Ludwig, C., & Gunn, S. (1995). Everyday literacy practices in and out of schools in low socio-economic status urban communities: A descriptive and interpretive research program. Canberra: DEETYA.
Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. South Hadley: Bergin & Garvey.
Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. London: The Falmer Press.
Gee, J. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed.). London: Routledge.
Green, B. (1988). Subject-specific literacy and school learning: A focus on writing. Australian Journal of Education, 32(2), 156–179.
Hall, N. (1987). The emergence of literacy. London: Hodder & Stoughton.
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold.
Harris, S. (1984). Aboriginal learning styles and formal schooling. Aboriginal Child at School, 12(4), 3–22.
Harste, J., Woodward, V., & Burke, C. (1984). Language stories and literacy lessons. Portsmouth: Heinemann.
Heath, S. B. (1983). Ways with words: Language, life and work in community and classrooms. Cambridge: Cambridge University Press.
Hill, S., Comber, B., Louden, W., Rivalland, J., & Reid, J. (1998). 100 children go to school, Vol. 2. Canberra: Department of Employment, Education, Training & Youth Affairs.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. New York: Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse. London: Arnold.
Lareau, A. (1989). Home advantage: Social class and parental intervention in elementary education. London: The Falmer Press.
Lemke, J. (2002). Travels in hypermodality. Visual Communication, 1(3), 229–325.
Li, G. (Ed.). (2009). Multicultural families, home literacies, and mainstream schooling. Charlotte: Information Age Publishing.
Locust, C. (1989). Wounding the spirit: Discrimination and traditional American belief systems. Harvard Educational Review, 55(3), 315–330.
Louden, W., & Rivalland, J. (1995). Literacy at a distance. Canberra: Department of Education Training & Employment.
Malin, M. (1990). The visibility and invisibility of Aboriginal students in an urban classroom. Australian Journal of Education, 34(3), 312–329.
Mason, J. M., & Allen, J. (1986). A review of emergent literacy with implications for research and practice in reading. Champaign: Center for the Study of Reading. Technical Report No. 379.
McNaughton, S. (1995). Patterns of emergent literacy. Melbourne: Oxford University Press.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.
Moll, L. (1993). Community-mediated educational practices. Paper presented at the American Educational Research Association Annual Conference.
Munns, G., Simpson, L., Connelly, J., & Townsend, T. (1999). “Baiyai ‘… meeting place of two parties …’ “(Wiradjuri)’: The pedagogical literacy relationship. Australian Journal of Language and Literacy, 22(2), 147–164.
Nickse, R. (1993). A typology of family and intergenerational literacy programmes; Implications for evaluation. Viewpoints, 15, 34–40.
Pahl, K., & Khan, A. (2015). Artifacts of resilience: Enduring narratives, texts, practices across three generations. In J. Sefton-Green & J. Rowsell (Eds.), Learning and literacy over time: Longitudinal perspectives (pp. 116–133). New York: Routledge.
Reyes, L. V., & Torres, M. N. (2007). Decolonizing family literacy in a culture circle: Reinventing the family literacy educator’s role. Journal of Early Childhood Literacy, 7, 73–94.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rowe, D., & Fain, J. F. (2013). The family backpack project: Responding to dual-language texts through family journals. Language Arts, 90, 402–416.
Schultz, K., & Hull, G. (2015). Literacies in and out of school in the United States. In B. V. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education, 3rd Ed, Literacy Volume 2. Philadelphia: Springer.
Scribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
Solsken, J. W. (1993). Literacy, gender and work: In families and in schools. Norwood: Ablex Publishing Corporation.
Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Street, B. (Ed.). (1993). Cross-cultural approaches to literacy. Cambridge: Cambridge University Press.
Street, B. (1995). Social literacies: Critical approaches to literacy development, ethnography and education. London: Longman.
Street, B., Baker, D., & Tomlin, A. (2005). Navigating numeracies: Home/school numeracy practices. Dordrecht: Kluwer.
Taylor, D. (1983). Family literacy: Young children learning to read and write. Portsmouth: Heinemann.
Taylor, D., & Dorsey-Gaines, C. (1988). Growing up literate: Learning from inner city families. Portsmouth: Heinemann.
Teale, W., & Sulzby, E. (1986). Emergent literacy: Writing and reading. Norwood: Ablex.
Tizard, J., Schofield, W., & Hewison, J. (1982). Collaboration between teachers and parents in assisting children’s reading. British Journal of Educational Psychology, 52, 1–15.
Vygotsky, L. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Watkins, P. G., Razee, H., & Richters, J. (2012). I’m telling you…the language barrier is the most, the biggest challenge. Australian Journal of Education, 56(2), 126–141.
Wells, C. G. (1982). Some antecedents of early educational attainment. British Journal of Sociology of Education, 2, 181–200.
Wells, G. (1986). The meaning makers. Portsmouth: Heinemann.
Willis, A. I. (1995). Reading the world of school literacy: Contextualising the experience of a young African American male. Harvard Educational Review, 65(1), 30–48.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing AG
About this entry
Cite this entry
Cairney, T.H. (2016). Community Literacy Practices and Education: Australia. In: Street, B., May, S. (eds) Literacies and Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02321-2_18-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-02321-2_18-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Online ISBN: 978-3-319-02321-2
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education