Abstract
The value of pluralist views of literacy and numeracy afforded by New Literacy Studies (NLS) for researching and understanding literacy and numeracy is now well-established with the wealth of studies published, including articles in previous issues of Literacy and Numeracy Studies. NLS offers an alternative lens through which we can observe literacy and numeracy practices in places and in ways not available through the more ‘official’ and dominant lens of regulatory authorities. In this issue too, four of the authors are writing with an NLS approach and they present studies that alert us to aspects of literacy and numeracy practices that extend possibilities for further conceptual development in NLS.
Highlights
The first article by Karin Tusting and Uta Papen shifts our attention from the different ways in which people read and negotiate texts to the creativity that is exercised in the making of texts
Starting from an earlier thesis of technological determinism, the field has contemplated the idea of social determinism, and are increasingly contemplating a messier, more blurred relationship between the technological and the social that involves a mutual shaping of technology and society
If we were to think of texts as technological artefacts, the attention that Tusting and Papen have drawn to the study of creativity in literacy practices could well find some resonance with some of the conceptual work being undertaken in STS
Summary
The first article by Karin Tusting and Uta Papen shifts our attention from the different ways in which people read and negotiate texts to the creativity that is exercised in the making of texts. If we were to think of texts as technological artefacts, the attention that Tusting and Papen have drawn to the study of creativity in literacy practices could well find some resonance with some of the conceptual work being undertaken in STS.
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