Literacy: A Critical Sourcebook [Paperback]

Ellen Cushman (Editor), Eugene R. Kintgen (Editor), Barry M. Kroll (Editor), Mike Rose (Editor)

Book Description

ISBN-10: 0312250428 | ISBN-13: 978-0312250423 | Publication Date: March 7, 2001 | Edition: 1st

This new collection of both landmark and current essays provides a comprehensive overview of the major themes and questions that shape literacy studies today. Literacy: A Critical Sourcebook is an indispensable reference tool for anyone interested in the field of literacy studies and ideally suited for use in a wide range of upper-division and graduate classes.

Product Details

• Paperback: 804 pages
• Publisher: Bedford/St. Martin's; 1st edition (March 7, 2001)
• Language: English
• ISBN-10: 0312250428
• ISBN-13: 978-0312250423
• Product Dimensions: 9.1 x 6.1 x 1.2 inches
• Shipping Weight: 2.2 pounds (View shipping rates and policies)
• Average Customer Review: 3.6 out of 5 stars  See all reviews (8 customer reviews)
• Amazon Best Sellers Rank: #38,194 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

5.0 out of 5 stars Thoughts about it all, September 26, 2011

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T.D. - See all my reviews

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This review is from: Literacy: A Critical Sourcebook (Paperback)

I purchased it about a year ago and the book was neatly packaged, no/ little writing, highlighting, etc. It arrived in a descent tine frame and I used it successfully!!!

2 of 4 people found the following review helpful:

3.0 out of 5 stars Literacy, November 3, 2009

By 

Sommer Alexander "Sommer A" (USA) - See all my reviews
(REAL NAME)   

This review is from: Literacy: A Critical Sourcebook (Paperback)

I read chapters 29, 30, and 31 of this sourcebook for a class project, and while I found that the perspectives presented therein were informative and diverse, I also felt that the writing was a little dry. Let me put it this way: if I were doing research on how individuals use discourse in out-of-the-ordinary settings (particularly in the university) or on the acquisition of power discourses, these chapters would certainly be helpful. If I wanted to do a bit of light perusing on the subject of literacy before bedtime, however, I would skip this sourcebook and pick up something more engaging. Nonetheless, to their credit, the authors of the chapters I read fulfill their purposes: to inform and provide solid explanations of their subject matter.
First, in "Inventing the University" (chapter 29), David Bartholomae describes the writing challenges faced by students entering college. He sums up these challenges quite nicely on page 521, asserting that "to speak with authority student writers have not only to speak in another's voice but through another's code...before they know what they are doing, before...they have anything to say." Throughout the chapter, Bartholomae presents samples of student writing and analyzes those samples to demonstrate his point. While reading Bartholomae's arguments, I found that, as a college student, I could relate to what he was saying because I've experienced the same challenges. I felt that he put forth a convincing argument, although at times his writing seemed a bit convoluted and wordy.
Next, in chapter 30 ("Literacy, Discourse and Linguistics:Introduction" and "What Is Literacy?"), James Paul Gee explains what primary, secondary, and dominant discourses are and how discourses are, in essence, what he calls "identity kits." He goes on to argue that dominant discourses must, for the most part, be acquired rather than learned through instruction, and that if one is not born into a dominant discourse, then it is near impossible for him or her to fully acquire that discourse because he or she will probably find the use of the discourse oppressive. I disagreed with Gee on this point, and surprisingly, so did the author of the next chapter.
Chapter 31, "The Politics of Teaching Literate Discourse," is a direct response to Gee's work. In the chapter, author Lisa Delpit explains that while she agrees with many of Gee's views, she also disagrees on two main points. First, she argues that individuals who haven't been born into a dominant discourse can still successfully acquire that discourse; and second, she doesn't adhere to the view that dominant discourses are always oppressive for those who were born outside of them. On the contrary, she holds that acquiring/learning dominant discourses can be liberating. In addition, Delpit gives multiple examples to support her arguments.

0 of 1 people found the following review helpful:

4.0 out of 5 stars Good Lit Book, October 29, 2009

By 

JS - See all my reviews

This review is from: Literacy: A Critical Sourcebook (Paperback)

I liked the way various authors shared their views on different subjects instead of there being just one constant voice. This helped open up new ideas and new interpretations on what literacy is and how it is addressed in various aspects. The three chapters I concentrated on most throughly were twelve, thirteen, and fourteen.
Chapter twelve, though good, did appear to be a little cluttered with so much information compacted into such a short space. What the author, Harvey J. Graff, did write on, however, did keep me interested and I learned a lot from his perspective. He lists how literacy changes through time and how different groups, i.e. poor, african americans, enlistees etc., were treated concerning literacy and how they themselves embraced it.
Chapter thirteen, written by Jamie Candelaria Greene, was about how literacy is often portrayed by scholars as being limited in the ways it was brought and expanded in America. Greene argues that many forget the Spanish influence on literacy. However, limiting the chapter to Spanish influence excludes the monumental influence of Native Americans. I feel that Greene's argument seems then almost null and void, because in one case he is saying "what about the spanish," but in the other, by his own actions, is disregarding other prominent influences on literacy.
Chapter fourteen, written by David Paul Nord, is a overview of the impact, experiences, and teachings of the American Tract Society in Antebellum America. The author does a good job in having a balanced view of what happened and the various ways the tracts were received. I feel though, that the chapter was redundant, and most of what was said was just an echo of an earlier paragraph.