The book is somewhat polemical, but it's well-informed and occasionally laugh-out-loud funny. It's quite personal and not written like a stale academic text. Despite the targets of his argument, the book is *not* a right-wing screed; on the contrary, it is steeped in classical liberalism. The emphasis on legal examples may not serve some readers more interested in broader social trends, but they are interesting. It's definitely a good read for students of and citizens in modern multicultural societies.

Situated Literacies is a rich and varied collection of key writings from leading international scholars in the field of literacy. Each contribution, written in a clear accessible style, makes the link between literacies in specific contexts and broader practices. Among the issues discussed are: the visual and material aspects, concepts of time and space, how literacies shape and sustain identities in communities, the relationship between texts and their practices, and the role of discourse analysis. Together, these studies, along with a foreword by Denny Taylor, make a timely and important contribution to understanding the ways in which literary practices are part of the broader social processes.

This engaging and accessible introduction explores the intricacies of the film world to show how any reader can gain a broader understanding and a more pleasurable experience of film.

Most teachers will probably agree that listening is very important for students’ academic success. Schultz’s approach, however, is not specifically focused on improving students’ listening abilities, but rather on helping teachers locate listening at the center of their teaching. In Chapter 1, Locating Listening at the Center of Teaching, Schultz explains her rationale for focusing on a pedagogy of listening. “Rather than teaching prospective and experienced teachers how to follow prescriptions for blueprints” says Schultz, “I suggest that teachers learn how to attend to and to respond with deep understanding to the students they teach” (p. 2). Schultz defines listening as “more than just hearing….[it is] how a teacher attends to individuals, the classroom as a group, the broader social context, and, cutting across all of these, to silence and acts of silencing” (p. 8). Schultz presents her conceptual framework in this first chapter, but readers will have to stay the course to fully understand her view of listening. Those who decide to read only the chapters that appear relevant.