This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature--read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading--with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom. This book''s emphasis on intermediate students is particularly important, given the dearth of studies in the field of reading education that focus on readers at the edge of adolescence.

This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature--read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading--with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom. This book''s emphasis on intermediate students is particularly important, given the dearth of studies in the field of reading education that focus on readers at the edge of adolescence.

To: Female Baby Boomers

Cc: Young women who may grow old one day

Subject: The Joy of Life

Dearest Baby Boomers and Future Bifocal Wearers,

Are you old enough to need bifocals, but young enough to deny it?

Are you tired of exercise programs that leave you . . . tired?

Are you weary of self-help books that expect you to change your evil ways?

Do you consider sloth a virtue youd like to pursue?

If you answered yes to any of these questions, the attached book is for you.

Bikini Is a State of Mind gives you magical advice on the joy of wearing nothing but a bikini and a smile, even if you have reached an age when a muumuu might be more appropriate. Buy the book, curl up in a lounge chair beside the pool, and get into the best shape of your life.

Respectfully yours,

Coach

This book centers on five fifty-something women who form the Bikini Team in Davidson, North Carolina. During the summer, the women meet at the local Swimming Hole clad in bikinis. At other times of year, they gather together for parties, retreats, and social outings, usually wearing a little more than bikinis.

At the heart of the book lies the metaphor of wearing bikinis in middle age. This small concept is the seed of something much largera holistic approach to aging without giving up edginess and attractiveness. This is a book by, for, and about women who, although aging, still take care of themselves; still relish dressing up, down, and scantily; and still turn heads. Their bodies are not what they used to be. But their spirit, camaraderie, and flair make a statement that others read as stylish, free, and lots of fun. They want to spread the word.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature--read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading--with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom. This book''s emphasis on intermediate students is particularly important, given the dearth of studies in the field of reading education that focus on readers at the edge of adolescence.

This book examines the social codes and practices that shape the literary culture of a combined fifth/sixth-grade classroom. It considers how the social and cultural contexts of classroom and community affect four classroom practices involving literature--read aloud, peer-led literature discussions, teacher-led literature discussions, and independent reading--with a focus on how these practices are shaped by discourse and rituals within the classroom and by social codes and cultural norms beyond the classroom. This book''s emphasis on intermediate students is particularly important, given the dearth of studies in the field of reading education that focus on readers at the edge of adolescence.

To: Female Baby Boomers

Cc: Young women who may grow old one day

Subject: The Joy of Life

Dearest Baby Boomers and Future Bifocal Wearers,

Are you old enough to need bifocals, but young enough to deny it?

Are you tired of exercise programs that leave you . . . tired?

Are you weary of self-help books that expect you to change your evil ways?

Do you consider sloth a virtue youd like to pursue?

If you answered yes to any of these questions, the attached book is for you.

Bikini Is a State of Mind gives you magical advice on the joy of wearing nothing but a bikini and a smile, even if you have reached an age when a muumuu might be more appropriate. Buy the book, curl up in a lounge chair beside the pool, and get into the best shape of your life.

Respectfully yours,

Coach

This book centers on five fifty-something women who form the Bikini Team in Davidson, North Carolina. During the summer, the women meet at the local Swimming Hole clad in bikinis. At other times of year, they gather together for parties, retreats, and social outings, usually wearing a little more than bikinis.

At the heart of the book lies the metaphor of wearing bikinis in middle age. This small concept is the seed of something much largera holistic approach to aging without giving up edginess and attractiveness. This is a book by, for, and about women who, although aging, still take care of themselves; still relish dressing up, down, and scantily; and still turn heads. Their bodies are not what they used to be. But their spirit, camaraderie, and flair make a statement that others read as stylish, free, and lots of fun. They want to spread the word.