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academic. Other Mace titles include Playing with time: mothers and the meaning of literacy and The give and take of writing: scribes, literacy and everyday life.

Grief, Sue & Chatterton, Jan (2007) Developing Adult Teaching and Learning: Practitioner Guides – Writing Leicester: NIACE A short and popular guide for teachers, this is practical and easy to read, but based on excellent research and principles. Chapters are organized around key aspects of writing (e.g. introducing learners to writing; writing is a process; looking beyond the classroom; technical aspects; collaborative writing) and the book is full of ideas for teaching and further reading. This is one of a series of accessible guides to good practice, based on NRDC research into effective practice. The series includes other useful titles e.g. on ESOL, Numeracy and Responding to Learners' Lives.

Ivanic, Roz, Edwards, Richard, Barton, David, Martin-Jones, Marilyn, Fowler, Zoe, Hughes, Buddug, Mannion, Greg, Miller, Kate, Satchwell, Candice and Smith, June (2009) Improving Learning in Colleges: Rethinking literacies across the curriculum, London & New York: Routledge This book is based on a two TLRP projects. The first 'Literacies for Learning in Further Education' examined literacy practices in FE colleges in Scotland and England between 2004 and 2007. The projects examined the literacy practices required by learners' courses of study and explored what practices those learners' brought with them and how they could be used to enhance their learning. The second (and smaller) project 'Bilingual Literacies for Learning' worked with a Welsh college and focused on bilingual literacies. There are many useful ideas for developing teaching practices to take into account the huge resource that learners bring with them to college.

There is also a useful DVD, Literacies for Learning in Further Education, which offers glimpses into the ways in which the lecturers and researchers gained insights into the literacy practices of FE students and how they used those insights to make changes to their courses.

Hughes, Nora & Schwab, Irene (eds) (2010) Teaching Adult Literacy: principles and practice, Maidenhead, Berks: McGraw-Hill/Open University Press The first ever comprehensive text book for trainee literacy/English teachers – and more experienced tutors will find much of interest here too. The book contains a very useful section of learner profiles and learners' writing, which is referred to throughout the book, and helps link the teaching ideas to real people and their learning. The key central section has substantial chapters on teaching reading, writing, spoken communication, and provides (as the title promises) both practical ideas and a clear introduction to the principles on which such ideas are based. Useful early sections introduce 'Literacy in its social context' and 'Language awareness for literacy teachers'. There are a number of contributing authors, and chapters on 'Dyslexia' and 'Literacy learning for adults with global learning difficulties' provide supportive and informative starting points for new practitioners.

Jacobson, Erik (2012) Adult basic Education in the Age of New Literacies, New York: Peter Lang There has been a burgeoning of books on digital literacies ever since the New London Group produced their classic 'Multiliteracies' in 2000. In particular Gunther Kress's ideas about the issues, which he expanded upon in 'Literacy in the New Media Age', have been highly influential. However, digital literacies is a subject in which research and practice moves on at an astonishing pace which books find hard to keep up with. Jacobson helps us to sit back and consider these changes in a variety of contexts. He discusses new literacy practices that have grown up around technology use and their affordances and what this means for adult literacies education. His analysis covers three areas: learning, teaching and organizing which provides something of interest for everyone involved in adult literacy, language and numeracy education.


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