The NCTE-Routledge Research Series, copublished by the National Council of Teachers of English and Routledge, comprises two distinct strands: (1) K-12 literacy and (2) composition. Volumes in this series are invited publications that are theoretically significant and broadly relevant to their respective audiences. The focus is on authored or co-authored volumes. The series may also include occasional landmark compendiums of research.
The scope of the series includes qualitative and quantitative methodologies; a range of perspectives and approaches (e.g., sociocultural, cognitive, feminist, psycholinguistic, pedagogical, critical, historical); and research on diverse populations, contexts (e.g., classrooms, school systems, families, communities), and forms of literacy (e.g., print, electronic, popular media).
Titles in the Series
Alsup, Janet. Teacher Identity Discourses: Negotiating Personal and Professional Spaces. 2005. No. 50349.
In this book Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six preservice English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. Winner of the 2006 Mina P. Shaughnessy Prize from the Modern Language Association.
Banks, Adam J. Race, Rhetoric, and Technology: Searching for Higher Ground.
2005. No. 55073.
Banks uses the concept of the Digital Divide as a metonym for America’s larger racial divide, in an attempt to figure out what meaningful access for African Americans to technologies and the larger American society can or should mean. He examines the contradictions inherent in African Americans' access to technological systems with the good they make possible while resisting the exploitative impulses that such systems can present.
Daniell, Beth, and Peter Mortensen, editors. Women and Literacy: Local and Global Inquiries for a New Century. 2007. No. 60078.
Path-breaking research on women and literacy in the past decade established conventions and advanced innovative methods that push the making of knowledge into new spheres of inquiry. Taking these accomplishments as a point of departure, this volume emphasizes the diversity—of approaches and subjects—that characterizes the next generation of research on women and literacy. It builds on and critiques scholarship in literacy studies, composition studies, rhetorical theory, gender studies, postcolonial theory, and cultural studies to open new venues for future research.