A modern history of literacy education

A modern history of literacy education: waves of development in literacy education research represents an effort to animate the history of reading/literacy in modern times especially tied to some of the epoch developments that have occurred.

In particular, the global reading and literacy education community has experienced some monumental shifts:

The web site could be considered a course that traces these developments especially in modern times in ways that attempt to animate reading across the ages discussing the research, theories, practices and other developments that were integral.

Each wave includes a range of material to read and review. Foregrounding each discussion is the notion of an imagined reader that corresponds to the changing times (e.g., enculturated reader, manufactured/assembled reader, constructivist reader, strategic reader, writerly reader, social reader, critical reader, self-assessing reader, regulated reader, critical advocate, digital reader, global reader). The different characterizations are intended to fit with the emphases and conditions for reading that occur at the hand of different wave-like developments. They are shaped in part by the politics of the time and sometimes educational design concepts or by changing concepts and theories of meaning making and expectations for readers or all of the above. Each wave includes an expanded discussion of the research and theory that was highlighted as the wave surged including an extended essay as well as video lectures followed by a video conversation between Rob Tierney and P. David Pearson.

Comprehensive video lectures on each wave module.
Video conversation between Rob Tierney and P. David Pearson.

Get Access Now!

These website materials can be accessed with a password provided with the purchase of the book Literacy Revolutions: Waves of development across a modern history of literacy education research published by Teachers College Press or from Rob Tierney (rob.tierney@ubc.ca) directly.

A History of Literacy Education

In this volume, Rob and David trace the monumental shifts in theory, research, and practice related to reading education and literacy, with particular attention to what they consider the central goal of literacy—making meaning. Each section describes a specific epoch, including a brief snapshot of how the reader of that period is envisioned and characterized by researchers and teachers, as well as a deep discussion of the ideas and contextual events of that era. These developmental waves are organized in rough historical sequence by a series of shifts in underlying theoretical and scholarly lenses—from the behavioral to the psycholinguistic to the cognitive to the sociocultural to the critical to the multimodal to the global.