scribner and cole – unpackaging literacy
combines anthropological field work with experimental psychological methods
questions the proposition that writing is an impetus which gives way to intellectual development
frailty of evidence for such generalizations
literacy as a cultural phenomena does not necessarily correlate to individual cognitive changes
need empirical testing to prove these hypotheses
writing is often:
-viewed as a set of abilities
-viewed as a progression toward expository text
-intrinsically bound up with academic writing
this leads to the underestimation of non-school based writing
literacy of the vai people
and ethnographic enterprise
arabic used in religious instruction
-rote memorization
english used politically, administratively
vai used personally, publicly
-knowledge without education
-secular script
-functions served: memory, communication
-used privately, with the effect that literacy does not lead to new knowledge
found no evidence of diff in logical/classificatory performance between nonschooled literates and non-literates
what is acquired in a particular literacy ic related to the practive of that literacy
implications
institutionalized learning systems fail to tap wide range of indigenous literary practices
diff types of texts reflect diff social practices
for adult literacy
functional approach over developmental one
literacy practices allow cognitive restructuring within domains, rather than a general restructuring
“great divide” not appropriate
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