Introduction
Research on literacy practices separates into two strands. School‐based research has focused on reading and writing in formal classrooms, often by examining teaching methods, curricula, learning, and assessment, its goal being to improve students’ academic performance. Out‐of‐school research has documented the myriad literacy practices that occur in a range of institutions and social spaces with an interest in expanding conceptions of what counts as literacy. Important theoretical and conceptual advances in literacy studies have come from research within the second strand. Yet, a divide still exists between the engagement claimed for many youth in terms of their out‐of‐school literacy practices in contrast with their alienation from school‐based reading and writing.
In this chapter, we sketch the major theoretical traditions that have shaped research on the relationships and borders of literacy in and out of school—the ethnography of communication, cultural historical...
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Schultz, K., Hull, G. (2008). Literacies In and Out of School in the United States. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_48
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