"The trajectory of literacy research has been one of expansion. In each theoretical iteration, established paradigms for what qualifies as "literate" have been rejected in favor of more generous and inclusive conceptions. In recent work scholars have moved toward considering literacies themselves as participants in social life. In this dissertation I argue that this move necessitates a commensurate change in the unit of analysis of research on literacies and the methodological and theoretical apparatus used to approach such research." -- Abstract.
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