Publisher's Synopsis
The overriding purpose of this special issue examines literacy from a variety of conceptual, societal, psychological, and historical viewpoints. The assembled articles provide a good perspective for the future of literacy instruction on the rise of a new millennium. Certainly the sociopolitical flavor of these articles is a centralizing theme which describes the content of this issue. Also, the emerging trends of debate over approaches to literacy instruction, how the debate fits into school reform, and how teachers relate to both the debate and the reform are central to the future. Upon reading, some questions will surely arise--the answers to which will shed light on the amount of progress to be made in world literacy.
