Literacy Practices in Transition—Perspectives from the Nordic Countries

Researchers examine how changing literacy practices in a globalized world are impacting learning environments and the construction of identity in Nordic countries. Pitkanen-Huhta (English, language learning and teaching, U. of Jyvassklya, Finland) and Holm (education, Aarhus U., Denmark) introduce essays drawing on critical literacy studies, applied linguistics, and post-structuralist ideas of language and literacy as socially constructed. One author characterizes the multilingual classroom as "a messy marketplace," with contradictory pulls toward greater diversity and standardization. Include charts of Swedish national syllabi, excerpts of student translations into English, and photos of classroom instruction. Annotation c2013 Book News, Inc., Portland, OR (booknews.com)

Anne Pitkanen-Huhta received her academic training at the universities of Jyvaskyla and Lancaster. She is currently a professor of English, language learning and teaching at the Department of Languages, University of Jyvaskyla. Her research focuses on multilingual literacy and discourse practices, especially of young people, and foreign language learning in formal and informal contexts. Her research employs ethnographic and discourse analytic methods.

Lars Holm holds a PhD in literacy and globalization and is currently associate professor at the Department of Education, Aarhus University. His research focuses on literacy and language practices in complex multilingual and postcolonial settings and on concepts and practices in literacy and language testing in education.