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De/constructing Literacies: Considerations for Engagement reviews and defines the concept of engagement in literacy studies from different epistemologies. Well-suited for literacy researchers and graduate students, it considers the foundations of arts-based research, cognitive psychology, ethnography, phenomenology, posthumanism, with a final chapter on walking methodologies, to better understand how engagement can be framed and looked at in literacy studies.
List of contents
List of Figures - Introduction - Literacies as Engrenages or How Phenomenological Hermeneutics Impact Literacy Studies - De/constructing Reading Engagement - Illustrating Reading Engagement: Indicators, Meaning-Making, and Beyond - Mapping Reactions across Students: Engagement Tendencies - Community-Oriented Literacies and the Place of Materiality - Index.
About the author
Amélie Lemieux is Assistant Professor of Literacy and Technology at Mount Saint Vincent University. A Lieutenant-Governor¿s Medal Recipient and TedX speaker, Lemieux's research extends an expansive view of literacy informed by multidimensional epistemologies that combine digital literacy and the arts.
Report
"De/constructing Literacies moves us closer to holistic understandings of literacy and learning by presenting literacies as both embodied and distributed, emergent and sedimented, affective and social. Weaving together theoretical strands from phenomenological hermeneutics and posthumanism, Lemieux pushes central conversations in the field forward by making sure the contributions of key deconstructionists, namely Barthes, Ricoeur and Gadamer, are not left behind. The book's careful empirical groundedness undergirds and lends support to its remarkable theoretical contributions."-Brice Nordquist, Syracuse University
