Ideas that Changed Literacy Practices

First Person Accounts from Leading Voices

September 2021
More details
  • Publisher
    Myers Education Press
  • ISBN 9781975503956
  • Language English
  • Pages 325 pp.
  • Size 6" x 9"
  • Request Exam Copy
September 2021
More details
  • Publisher
    Myers Education Press
  • ISBN 9781975503949
  • Language English
  • Pages 325 pp.
  • Size 6" x 9"
  • Request Exam Copy
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September 2021
More details
  • Publisher
    Myers Education Press
  • ISBN 9781975503963
  • Language English
  • Pages 325 pp.
  • Size 6" x 9"
E-Book (ePub)
September 2021
More details

How do ideas change practices and people? In Ideas That Changed Literacy Practices 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, the essays offer never-before revealed personal histories of the authors’ published writing about ideas that have shaped the field of literacy education. As a collection, the essays highlight some of the major themes that have guided and changed literacy practices over the last few decades. They also offer a rare glimpse into the complex ways histories of research emerge alongside personal and political influences on policy and practice.

The volume includes an introductory chapter by Sumara and Alvermann in which they detail the processes they used in creating a context for the significance of this work. They begin with the premise that most literacy scholars rarely, if ever, reveal their personal and intellectual investments in ideas that have animated their research and other scholarly endeavors. That this observation rang true for all of the contributors was evidenced in their responses to the invitation. For example, some replied by saying this was the most exciting project they had engaged in because it required reflection on what motivated them to write the requested 3,500-word essay; others mentioned they were looking forward to reading what their peers would share.

Ideas That Changed Literacy Practices is a unique collection of autobiographical essays that situates literacy learning and teaching in a rich context of personal and professional knowledge that highlights and celebrates the vibrant complexities of the field of literacy education. It is a unique and valuable resource for researchers and educators, whether in K-12 or higher education.

Perfect for courses such as: Introduction to Literacy Research ӏ Literacy Research and Methods ӏ Language, Literacy and Culture ӏ Literacy Policy and Practice ӏ Narrative Research ӏ Interpretive Inquiry ӏ Research Methods in Education ӏ Foundations of Literacy Education ӏ Research Methods in Language and Literacy ӏ Popular Culture in Literacy Classrooms ӏ New and Digital Literacies ӏ History of Literacy Practices ӏ Educational Philosophy ӏ Reading and Language Arts ӏ Critical Theory ӏ Poststructuralism ӏ Digital Media Education ӏ Creative Writing ӏ Politics of Literacy

Chapter 1
Challenging the “I” That We Are
Dennis Sumara and Donna E. Alvermann

Chapter 2
Reading and Learning: An Intricate and Inseparable Bond
Patricia A. Alexander

Chapter 3
Entanglements: Searching for Historical Authenticity
Donna E. Alvermann

Chapter 4
Empowerment and Values in School Change
Kathryn H. Au

Chapter 5
Listening Across Differences
Maren Aukerman

Chapter 6

Literacy, English, and Video Games: Challenges and Continuities Through Change
Catherine Beavis

Chapter 7
When You Goin’ Teach Us How to Make That Money?
George Boggs

Chapter 8
The Everydayness of Religious Literacies
Kevin Burke

Chapter 9
Nurturing Communities of Inquiry Across Difference: Decolonial Social Formations in Literacy Research and Practice
Gerald Campano

Chapter 10
On the Failure of Reason in the Face of Belief
Mark Dressman

Chapter 11
“Where Are You?”: Reading, Repositioning, and Imagining for Antiracist Futures
Patricia Enciso

Chapter 12
Socially Embodied Experience: An Explanatory Model for Literacy Based on Strangeness
James Paul Gee

Chapter 13
Performed Ethnography
Tara Goldstein

Chapter 14
Rich Points on a Reflexive Journey to Understanding Language–Literacy Relationships
Judith Green

Chapter 15
Rhizomatic Cartography of a Literate Life
Margaret Carmody Hagood

Chapter 16
Land, Language, and Learning: Living in Good Relations
Jan Hare

Chapter 17
Transmediation: Nurturing Imagination Through Abduction
Jerome C. Harste

Chapter 18 Hybrid Spaces, Design, and Imagination in the Practice of Transformative Literacy Teacher Preparation: A Personal Journey
James Hoffman

Chapter 19 Naturalizing Literacy: Finding Meaning in the Biology of Language, Thought, and Being
George G. Hruby

Chapter 20
Refusing and Accepting the Hail: Interpellation as a Personally Liberating Concept
Hilary Janks

Chapter 21
Memes and Meme-ing: Research and Meaning
Michele Knobel

Chapter 22
Virtual Shifts: Rethinking Literacies in Home and School
Linda Laidlaw

Chapter 23
Memes and Meme-ing: Rethinking Internet Memes for a Better Future
Colin Lankshear

Chapter 24
Agency and Assemblage in Children’s Literacies
Kim Lenters

Chapter 25
Heteroglossia, Emotion, and the Transformation of Signs
Cynthia Lewis

Chapter 26
The Lyric of Witnessing and the Insight of Resonance
Rebecca Luce-Kapler

Chapter 27
Cultural Modeling on My Mind: Reframing Racialized Literacy Practices, and Reimagining Human Learning
Ramón Antonio Martínez

Chapter 28
Making Meaning, Making Sense
Guy Merchant

Chapter 29
Wahkohtowin: Reading, Writing, and Kinship
Lorri Neilsen Glenn

Chapter 30
Enacting Critical Race Parenting Through/With a Family Literacies Archive
Rebecca Rogers

Chapter 31
An Intellectual Path Paved With Emotions and Shaped by Cultures
Peter Smagorinsky

Chapter 32
Restorying My Archive of Deferrals
Dennis Sumara

Chapter 33
Going Public: Literacy Practices that Changed My Ideas
John Willinsky

Author Biographies


NOTE: Table of Contents subject to change up until publication date.

Dennis Sumara

Dennis Sumara is Dean Emeritus and Professor of Language and Literacy Education at the University of Calgary. His areas of research and teaching include literacy education, queer studies in education, curriculum theory, and teacher education. His scholarly work has critiqued problematics associated with normativity in literacy education, curriculum studies, and teacher education. It also has informed creating productive ways to make schooling more inviting to the many individuals and groups who have in the past found themselves excluded. In so doing, he has been able to demonstrate how critically analyzing conceptions of normal and normativity in teaching and learning can create more inclusive and productive situations for everyone. Sumara was co-founder of the Journal for the Canadian Association for Curriculum Studies, former Editor of Journal of Curriculum Theorizing, and currently is Editor of Teaching Education Journal. He was awarded the 2003 Ed Fry Book Award by the National Reading Conference for his book Why Reading Literature in School Still Matters and the 2019 Canadian Association for Teacher Education Award for Distinguished Research Contributions.

Donna E. Alvermann

Donna E. Alvermann is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education and Distinguished Research Professor of Language and Literacy Education at the University of Georgia. Her interests include developing historical-autobiographical methods for uncovering silences that keep literacy research and scholarly writing from masking more than they disclose. Alvermann's research focuses on young people’s critical digital literacies, their uses of popular culture, and a Foucauldian approach to genealogy involving historical texts. She is lead editor on the 7th edition of Theoretical Models and Processes of Literacy, and has published in the field's leading research journals, including, Reading Research Quarterly, Journal of Literacy Research, and the American Educational Research Journal. She is the recipient of numerous awards and was inducted into the Reading Hall of Fame in 1999. From 1992-1997, Alvermann directed the National Reading Research Center at the University of Georgia (

education; research; teaching; learning; curriculum; biography; reading; writing; Literacy; Teacher Educators; Adolescent Literacy; Research Methodology; Media Education; Digital Literacies; Feminist; Critical Literacy; Literacy Practices