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Literacy and Learning Out of School: A Review of Theory and Research

University of California, Berkeley

Katherine Schultz

University of Pennsylvania

In this article we review research on literacy in out-of-school settings. Our first purpose is to identify the conceptual advances in theories of literacy that have arisen from non-school-based research and to trace their evolution. We are especially interested in clarifying the historical roots of current theories. A second purpose is to highlight recent research on literacy in out-of-school settings that exemplifies the range and dimensions of current work. Finally, we call for an examination of the relationships between school and nonschool contexts as a new direction for theory and research. We ask, How can research on literacy and out-of-school learning help us to think anew about literacy teaching and learning across a range of contexts, including school?

Key Words: literacy • literacy theory • out-of-school literacy practices

Review of Educational Research, Vol. 71, No. 4, 575-611 (2001)
DOI: 10.3102/00346543071004575


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