Describes three dimensions of reading as a social process: (1) all reading events involve a social context, (2) reading is a cultural activity, and (3) reading is a socio-cognitive process. Discusses the implications for classroom reading of these dimensions. (HTH)

Presents four educators' ideas about what the social implications and interactions of schooling will be in the next millennium. Considers conflicting discourses regarding literacy pedagogies, schools offering provocative possibilities for transformational interactions to help more effectively negotiate social and cultural divides, and a fixed…

The use of language in television commercials to promote products and the use of deceptive language in commercials addressing young children are discussed. (JD)

Examines connections between literacy education as a social activity involving various levels of social relationships and the world of technology and computers, discussing recent research on the social and cultural nature of reading and writing, applying the discussion to the use of computers in classrooms, and concluding that computers in the…

The decontextualized nature of literacy has been a recurrent issue in discussions of the consequences of literacy over the last twenty years. The central thesis of these discussions is that the nature of written discourse itself leads directly or indirectly to changes in cognitive processing, linguistic progressing, cultural development, and/or…