Over the past few decades, the definition of literacy and what it has meant to be considered “literate” has undergone substantial transformation that has distinguished it from solely being able to read or write. Specifically, this new approach to literacy education and practice called the “New Literacy Studies” (NLS), interrogates the standards in which individuals are held to in traditional literacy education as their literacy capabilities are susceptible to being molded by sociocultural influences. This is an interdisciplinary approach to literacy studies that collectively calls upon the research of sociologists, anthropologists, and psychologists, in addition to literacy scholars and educators, but has yet to be formally introduced to literacy education. Now more than ever, as existing research merely speculates about the benefits of an NLS-integrated education for students from socially disadvantaged backgrounds, efforts to make such realities occur are urgently needed for the future success of such students.
"Putting It into Practice: Moving Forward with Integrating the New Literacy Studies into Literary Education Once and For All,"
The Macksey Journal: Vol. 1
, Article 239.
Available at: https://www.mackseyjournal.org/publications/vol1/iss1/239