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PublicationConnecting Schools with Out-of-School Worlds(2002-01-01) Hull, Glynda; Schultz, KatherineIn Chapter 1 we trace the ways in which examinations of literacy in out-of-school settings have provided pivotal moments theoretically, turning the field toward new understandings of "literacies" and into different lines of research. Indeed, we argue that most of the theoretical advances that have been made in the field of literacy studies over the last 25 years have had their origin in discoveries about literacy and learning not in school, but outside it. To talk about literacy these days, both in school and out, is to speak of events, practices, activities, ideologies, discourses, and identities (and at times to do so almost unreflectively, so much a part of our customary academic ways of thinking have these categories and terminology become). Again, we argue that in large part this new theoretical vocabulary sprang from examinations of the uses and functions of literacy in contexts other than school. PublicationLocating Literacy Theory in Out-of School Contexts(2002-01-01) Schultz, Katherine; Hull, GlyndaIn public discourse, literacy has long been associated with schooling. Talk about literacy crises is often accompanied by calls for better schools and more rigorous curricula, and images of reading and writing are closely connected to school-based or essayist forms of literacy. However, when we widen the lens of what we consider literacy and literate activities, homes, communities, and workplaces become sites for literacy use. It was in fact in these out-of-school contexts, rather than in school-based ones, that many of the major theoretical advances in the study of literacy have been made in the past 25 years. Studies of literacy out-of-school have been pivotal in shaping the field. Indeed, to talk about literacy these days, both in school and out, is to speak of events, practices, activities, ideologies, discourses, and identities, and at times to do so almost unreflectively, since these categories and terminology have become so much a part of our customary ways of thinking in academic domains. Through an exploration of three major theoretical traditions that have launched numerous studies of literacy, we show that in large part this new theoretical vocabulary sprang from examinations of the uses and functions of literacy in contexts other than school. PublicationBetween School and Work: The Literacies of Urban Adolescent Females(1996-12-01) Schultz, KatherineThis article argues for a broader conception of both school and work literacies. I present the writing and narratives of adolescent females in their senior year of an urban high school to begin a dialogue about the ways schools and communities can support youth to both imagine and plan for their futures. Ethnographic research methods were used to collect narratives and construct case studies of four young women. In their nuanced pictures of youth, these narratives will inform educators, policy makers, and researchers as they write about and make decisions concerning the futures of these young people. PublicationOut of Disaster Comes Opportunity: Initial Lessons from Teacher Mentoring in Banda Aceh, Indonesia(2006-01-01) Lesnick, Joy; Schultz, KatherineAs a science educator, I have learned that teachers sometimes feel like they can’t teach science without specialized equipment. In my experience, however, there are many science concepts that can be demonstrated with very basic tools. Building a sundial is one activity that is rich in content and requires very few materials. Building sundials had been a successful activity for me with both students and teachers in the U.S, so I was excited to share the activity with teachers in Aceh during our two-week professional development session.