1st Edition

Changing Literacies for Changing Times
An Historical Perspective on the Future of Reading Research, Public Policy, and Classroom Practices

ISBN 9780415995030
Published July 7, 2009 by Routledge
336 Pages

USD $56.95

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Book Description

Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers. The lead author of each chapter, and in some cases more than one, of the authors, is a distinguished reading researcher elected by their peers into the Reading Hall of Fame. In this book these distinguished literacy leaders extend their role as researchers to speak directly to issues of practice and policy.

All chapters address the theme of literacy and the teaching of literacy as being in a constant state of change. The authors are theoretical as they describe literacy, literacy acquisition, and the teaching of literacy; they are practical as they examine the issues that classroom teachers and reading specialists engage with on a daily basis; and they are political as they advocate for informed policy at the local, state and national levels. A key message in this book is that literacy professionals must take an active role to shape change.

Table of Contents



Yetta Goodman and James V. Hoffman

Part I: Expanding Views of Literacy

1. Communicative, Visual and Performative Arts:

Core Components of Literacy Education

Diane Lapp, James Flood, Shirley Brice Heath & Judith Langer;

2. Learning within a Profession: From Gray to Google

Nancy L. Roser & Sam Weintraub

3. Multimodality: In Perspective

Jerome Harste

4. Surveying the Hopescape

Rudine Sims Bishop

Part II: Literacy Development

5. The Transformation of Children’s Knowledge of Language Units during Beginning and Initial Literacy

Emilia Ferreiro

6. Early Literacy: Then and Now

William H. Teale, Jessica Hoffman, Kathleen Paciga, Jennifer Garrette,

Samantha Richardson and Charlise Berkel

7. Reaching/Teaching Adolescents: Literacies with a History

Donna E. Alvermann

8. The Lamplighters: Pioneers of Adult Literacy Education in the

United States

Thomas Sticht

Part III: Foundational Issues in the Teaching of Reading

9. 'Doin' What Comes Naturally': Revisiting The Concept of "Natural Learning"

Brian Cambourne

10. Beyond Word Recognition: How Retrospective and Future Perspectives on Miscue Analysis Can Inform Our Teaching

Kenneth Goodman, Yetta Goodman and Eric Paulson

11. Spelling and its Role in Literacy Education – An Historical Perspective

Richard Hodges

12. Readability: Insights, Sidelights, and Hindsight

Ed Fry

Part IV: Teaching, Teacher Education and Professional Development

13. Literacy Education at a Crossroad: Can We Counter the Trend To

Marginalize Quality Teacher Education?

Gerald G. Duffy, Sandra Webb & Stephanie Davis

14. Whole School Instructional Improvement through the Standards-Based Change Process:

A Developmental Model

Taffy E. Raphael, Kathy H. Au & Susan R. Goldman


Part V: Policy and Practice in Literacy Education

15. Language Policy and Literacy Instruction:

The View From South Africa to South Texas

James V. Hoffman, Misty Sailors, Leketi Makalela & Bertus Matthee

16. 50 Years of Federal Government Involvement in Reading Education

Patrick Shannon, Jacqueline Edmondson, Leticia Ortega, Susan

Pitcher, and Christopher Robbins;

17. Literacy Policies that are Needed: Thinking Beyond "No Child Left Behind"

Richard L. Allington

18. Literacy 2.0: Looking through the Rear Vision Mirror as We Move Ahead

Rob Tierney

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James V. Hoffman is Professor, College of Education, University of Texas at Austin.

Yetta M. Goodman is Regents Professor of Education Emerita at the University of Arizona.


"This book would be an excellent one to use in literacy foundation courses...It is rare to find a book that contextualizes current literacy practices and policies historically. This contextualization allows current researchers and teachers to have a better understanding of various topics, and to better appreciate current circumstances in literacy research and instruction."--Diane Barone, Teachers College Record (November 2009)