Book Review: Decentering Language in Literacy Studies

Ackerman J.M. Oates S. (1996). Image, text, and power in workplace writing. In Duin A.H. Hansen C.J. (Eds.), Nonacademic writing: Social theory and technology (pp. 81–122). Hillsdale, NJ: Erlbaum.

Bazerman C. (1994). Systems of genres and the enactment of social intentions. In Freedman A. Medway P. (Eds.), Genre and the new rhetoric (pp. 79–104). Bristol, PA: Taylor & Francis.

Beach R. (1997, December). Framing literary text worlds through intercontextual links. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Berlin J.A. (1984). Writing instruction in nineteenth-century American colleges. Carbondale, IL: Southern Illinois University Press.

Brereton J.C. (Ed.). (1995). The origins of composition studies in the American college, 1875–1925. Pittsburgh, PA: University of Pittsburgh Press.

Chin E. (1994). Redefining “context” in research on writing. Written Communication, 11, 445–482.

de Castell S. Luke A. (1988). Defining “literacy” in North American schools. In Kintgen E.R. Kroll B.M. Rose M. (Eds.), Perspectives on literacy (pp. 159–174). Carbondale, IL: Southern Illinois University Press.

Dunmire P.L. (1998). Public and private temporal domains: The rhetorical negotiation of time and activity in a medical clinic. Paper presented at the meeting of the Rhetoric Society of America, Pittsburgh, PA.

Dyson A.H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.

Finders M. (1997). Just girls: Hidden literacies and life in junior high school. New York: Teachers College Press.

Gee J.P. (1996). Social linguistics and literacies (2nd ed.). New York: Falmer Press.

Goggin M.D. (1995). The disciplinary instability of composition. In Petraglia J. (Ed.), Reconceiving writing, rethinking writing instruction (pp. 27–48). Mahwah, NJ: Erlbaum.

Graff G. (1987). Professing literature: An institutional history. Chicago: University of Chicago Press.

Greene S. Ackerman J.M. (1995). Expanding the constructivist metaphor: A rhetorical perspective on literacy research and practice. Review of Educational Research, 65, 383–420.

Hairston M.C. (1990). Comment and response. College English, 52, 694–696.

Hill A.S. (1876). The principles of rhetoric (2nd ed.) New York: Harper & Brothers.

Hinchman K.A. Moje E.B. (1998). Locating the social and political in secondary school literacy. Reading Research Quarterly, 33, 117–128.

Kamil M.L. (1995). Some alternatives to paradigm wars in literacy research. Journal of Reading Behavior, 27, 243–261.

Luke A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3–48.

Mathison M.A. (in press). “I don't have to argue my design - the visual speaks for itself”: A case study of mediated activity in an introductory mechanical engineering course. In Andrews R. Mitchell S. (Eds.), Arguing in higher education. Portsmouth, NH: Heinemann/Boyton Cook.

Medway P. (1994). Language, learning, and “communication” in an architect's office. English in Education, 28, 13–31.

Miller S. (1991). Textual carnivals: The politics of composition. Carbondale, IL: Southern Illinois University Press.

Myers J. (1995). The value-laden assumptions of our interpretive practices. Reading Research Quarterly, 30, 582–587.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Education Review, 66, 60–92.

Oates S. (1998). Literacy as an everyday practice: Case studies of students' uses of literacy in high school, community college, and university writing courses. Unpublished doctoral dissertation, University of Utah, Salt Lake City, UT.

Resnick L.B. (1987). Education and learning to think. Washington, DC: National Academy Press.

Russell D. (1997). Rethinking genre in school and society: An activity theory analysis. Written Communication, 14, 504–554.

Shumway D.R. (1989). Michel Foucault. Boston: Twayne.

Sheils M. (1975, December 8). Why Johnny can't write. Newsweek, 86, 58–65.

Street B. (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press.

Trimbur J. (1990). Comment and response. College English, 52, 697–700.

Usher R. Edwards R. (1994). Postmodernism and education. London: Routledge.

Winsor D. (1992). What counts as writing? An argument from engineers' practice. Journal of Advanced Composition, 12, 337–347.

Witte S. (1992). Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237–308.