MINDING METAPHORS: RETHINKING THE ECOLOGY OF WRITTEN LANGUAGE

dc.creator	ATLE SKAFTUN
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:11Z
dc.date.available	2015-07-20T22:09:11Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/ebe7af7d20c842b19bf35857b11d0a18
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12575
dc.description	The field of reading and literacy studies has undergone large changes in the past three decades. A branch referred to as New Literacy Studies has established itself alongside the traditional school of psychological reading research, and in general there has been a continuous effort to bring together individual and social aspects of literacy. The approach of the present article is rooted in the rhetoric of science and explores metaphorical barriers to cross-disciplinary understanding. More specifically, it revisits David Barton’s metaphorical understanding of literacy as an ecology of written language, originally intended to draw the social and the psychological together. The article discusses the marginalisation of the individual in Social Turn theories in general and in the ecology framework in particular. An understanding of involvement and eventness is suggested that makes room for the individual and thus also improves the precision of the framework. Rethinking ecology along this line of thought might enrich the ecology metaphor in the study of reading and literacy in a way that makes it meaningful from a psychological perspective
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=356
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 11 (2011)
dc.subject	Reading
dc.subject	literacy
dc.subject	rhetoric of science
dc.subject	ecology
dc.subject	time
dc.subject	eventness
dc.subject	involvement
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	MINDING METAPHORS: RETHINKING THE ECOLOGY OF WRITTEN LANGUAGE
dc.type	article