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Books on the topic 'Place literacies'

Author: Grafiati

Published: 28 November 2024

Last updated: 31 July 2025

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1

Glenn, Lorri Neilsen. Knowing her place: Research literacies and feminist occasions. Caddo Gap Press, 1998.

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2

Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. Teacher College Press, 2010.

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Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. Teacher College Press, 2010.

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4

Nichols, Sue. Languages and Literacies as Mobile and Placed Resources. Routledge, 2016. http://dx.doi.org/10.4324/9781315758268.

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5

Neilsen, Lorri. Knowing Her Place: Research Literacies and Feminist Occasions. Caddo Gap Pr, 1998.

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6

Warner, Julie, Damiana Pyles, and Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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7

Warner, Julie, Damiana Pyles, and Ryan Risk. Negotiating Place and Space in Digital Literacies: Research and Practice. Information Age Publishing, Incorporated, 2019.

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8

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Routledge, 2021.

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9

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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10

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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11

Smith, Helen Victoria. Local Literacies in Early Childhood: Inequalities in Place, Policy and Pedagogy. Taylor & Francis Group, 2021.

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12

Nichols, Sue, and Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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13

Nichols, Sue, and Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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14

Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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15

Nichols, Sue, and Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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16

Nichols, Sue, and Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2018.

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17

Nichols, Sue, and Collette Snowden. Languages and Literacies As Mobile and Placed Resources. Taylor & Francis Group, 2016.

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18

Allon, Niv. Writing, Violence, and the Military. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198841623.001.0001.

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The books examines Eighteenth Dynasty images of reading and writing with the aim of understanding how members of the elite conceptualized literacy, and how, in turn, they identified themselves with regards to it. Inspired by the approach taken by New Literacy Studies, this inquiry emphasizes the study of the social practices that involve reading and writing. This line of inquiry reveals a dynamic negotiation between various concepts of literacy among the Eighteenth Dynasty elite, who associated writing with accounting and list-making, as well as with violence and law. Building on the work of B

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19

Kenny, Neil, ed. Literature, Learning, and Social Hierarchy in Early Modern Europe. British Academy, 2022. http://dx.doi.org/10.5871/bacad/9780197267332.001.0001.

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Before the ascendancy of the language of social class, European societies were conceived as hierarchies of orders, degrees, estates, dignities, and ranks. What was the relationship, from the fifteenth century to the seventeenth, between that social hierarchy and another major facet of early modern life—literature and learning (understood in a broad sense as literate cultural activity and production)? Literature and learning were not just contiguous with social hierarchy, but also overlapped with it. The volume fosters Europe-wide consideration of this relationship, rather than providing a syst

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20

Pérez-Llantada, Carmen. Scientific Discourse and the Rhetoric of Globalization. Continuum International Publishing Group, 2012. http://dx.doi.org/10.5040/9781472541734.

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The rhetorical practices involved with the dissemination of scientific discourse are shifting. Addressing these changes, this book places the discourse of science in an increasingly multilingual and multicultural academic area. It contests monolingual assumptions informing scientific discourse, calling attention to emerging glocal discourses that make hybrids of the standard globalized and local academic English norms. English clearly has a hegemonic role as the lingua franca of global academia; this book conducts an intercultural rhetorical and textographic analysis to compare how Anglophone

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