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" Rethinking literacy : "
Bearne, Eve
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Latin Dissertation
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| Record Number
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1099206
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TLets568475
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| Main Entry
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Bearne, Eve
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| Title & Author
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Rethinking literacy :\ Bearne, Eve
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| College
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Middlesex University
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| Date
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2003
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| student score
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2003
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| Degree
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Ph.D.
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| Abstract
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The dominant thread of the work I present here is an analysis of children's textproduction. I begin with a book I co-wrote in 1991 [Cath Farrow wrote Chapter3] containing a framework which forms the basis of much of my later analysis ofmultimodal texts. In that first book I offer a critique of genre theory so that asecond thread traceable through A Writing Policy in Action and the later chapterspresented here is about genre in writing from its early adoption into a view ofliteracy in the UK through to current issues of multimodal texts [see Kress andvan Leeuwen, 1996] and the ways in which these cross genre boundaries. Myinterest lies in the ways in which texts are shaped to have coherence, and thismeans considering what has become a pivotal part of my current work: aconcentration on text cohesion. The gradual shift in my focus towardsmultimodal texts relates to two other areas of interest: popular forms of text, theirplace in cultural settings and their impact on children's text production; and thedemand for a more precise description of the texts children now produce whichgoes beyond simply giving status to the verbal elements. In presenting a criticalreflection on my publications, my concern is to outline the possibilities for a newtheory of' literacy', based on cohesion, which takes into account a range of textsbeyond written genres. For me, it must also be a critical theory and thisinevitably means taking into account the popular cultural forms of texts whichchildren absorb and use, so that this statement presents a cultural theory of textwhich acknowledges and honours the agency of the young text-maker.Any adequate educational theory has to take into account: theories of individualdevelopment; issues of pedagogy, classroom culture and the nature ofknowledge; and social, cultural ideological and political discourses whichsurround schools, classrooms and learners. This is a demanding agenda in arelatively short context statement and whilst I offer background discussion, Ihave decided to concentrate on my analysis of children's texts and theirproduction. In sketching an integrated theory of multidimensional text, mystarting points are: children's production of texts, how these can be analysed andthe implications for teaching. However, I begin with some of the theoretical background to my writing over the years to give the broad context.
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Middlesex University
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