Vygotsky the Teacher. A Companion to his Psychology for Teachers and Other Practitioners

reading aloud, the ‘main implication is expanding understanding of reading in the first place’ (p. 178). Concluding in Chapter 12, Duncan reminds us that her aim for the book is ‘not to directly influence practice but rather to better understand the diversity of adults reading practices and therefore deepen our knowledge reading itself. This deeper knowledge could then, in turn, influence literacy teaching and research’ (p. 179). As such, this book follows in a rich tradition of research which has argued for literacy education to reflect a nuanced and evolving understanding of the role of literacy in everyday lives. Duncan reminds us that ‘we cannot guess at others’ perspectives; we need to ask, to open up meaningful conversations and keep these conversations open’ (p. 179). Oral Literacies is an engaging and dynamic book that will no doubt inspire practitioners, students and researchers in the field to open up and continue such conversations, and to ensure that reading aloud is no longer ignored or forgotten.