This book joins two important fields, that of literacy and multimodality, with a give attention to local and global literacies. Chapters embody work on media, popular tradition and literacy, weblogs, international and local crossings, in and out of instructional settings in such places as the US, the UK, South Africa, Australia and Canada.

This e-book is a wonderful edited assortment that focuses on the new Literacy Studies as well as, and in relation to, travel notes other theoretical orientations. This ebook does a first-fee job in the way it uses particular situations from the authors' information to argue that literacy does work in multiple, complicated methods.

Dana J. Wilber, Montclair State University, in E-Learning Volume 3, Number 4

This ebook is a superb learn because of the quality of its content material and the clarity with which its concepts are introduced.

Alex Poole, Western Kentucky University, in Language, Culture and Curriculum 20:1

Pahl and Rowsell have produced a well timed theoretical integration that establishes leadership on the innovative of literacy research. "Travel Notes" is a priceless book for any literacy researcher or classroom trainer's library.

Joanne Larson, Associate Professor and Chair, Teaching and Curriculum University of Rochester

This exciting collection of studies locates the research of literacy in broader communicative practices. Each study is a pleasure to read and takes our understanding forward.

Dr David Barton, Director, Literacy Research Centre, University of Lancaster

Kate Pahl is a lecturer in schooling on the University of Sheffield, is course director of the Ed D in literacy and language on the University of Sheffield. She is the writer, with Jennifer Rowsell, of Literacy and Education: Understanding the brand new Literacy Studies in the Classroom (Sage 2005) and is the author of Transformations: Children's Meaning Making in a Nursery (Trentham 1999). Jennifer Rowsell is an Assistant Professor of English Education at Rutgers University where she teaches and conducts analysis within the areas of recent Literacy Studies and multiliteracies. She has co-authored Literacy and Education: Understanding the brand new Literacy Studies within the Classroom (Sage, 2005) with Kate Pahl and The Literacy Principal with David Booth (Pembroke, 2002).

Contents Foreword by Gunther Kress (Institute of Education) and Brian Street (King's College, London) Introduction by Kate Pahl and Jennifer Rowsell Section I: Identity IN MULTIMODAL COMMUNICATIVE PRACTICES 1. Global, native/public, non-public: Young youngsters's engagement in digital literacy practices in the house Jackie Marsh (University of Sheffield); 2. Ned and Kevin: A web based Discussion that Challenges the "Not-Yet Adult" Cultural Model Donna Alvermann (University of Georgia); 3. Escaping to the Borderlands: An exploration of the Internet as a cultural space for teenaged Wiccan girls Julia Davies (University of Sheffield); 4. Weblog worlds and constructions of efficient and powerful writing: Cross with care, and only where indicators permit Michele Knobel (Montclair State University) and Colin Lankshear (James Cook University) Section II: MULTIMODAL LITERACY PRACTICES IN Local AND Global Spaces 5. Critical literacy across continents Hilary Janks (University of Witwatersrand) and Barbara Comber (University of South Australia); 6. An eye fixed on the Text and an eye fixed on the longer term: Multimodal Literacy in Three Gauteng Families Pippa Stein and Lynne Slominsky (University of Witwatersrand); 7. Crossing the margins: Recontextualisation, literacy and semiotic power? Cathy Kell (University of Auckland) Section II: CROSSINGS IN LITERACY PRACTICES 8. From boardroom to classroom: Tracing a globalised discourse on thinking by way of web texts and educating observe Sue Nichols (University of South Australia); 9. Corporate Crossings: Tracing textual crossings Jennifer Rowsell Section IV: MULTIMODAL COMMUNICATIVE PRACTICES IN PEDAGOGICAL SETTINGS 10. So, What about Multimodal Numeracies? Brian Street (King's College, London) and Dave Baker (Institute of Education) 11.