Fernández reviews *Local Literacies: Reading and Writing in One Community* by David Barton and Mary Hamilton, published in 1998. The book presents an ethnographic study of literacy practices in the Springside neighborhood of Lancaster, England. Barton and Hamilton argue that literacy is best understood as a set of social practices, not just a set of skills. They emphasize that literacy is historically situated, influenced by social institutions and power relationships, and embedded in broader social goals and cultural practices. The authors describe literacy as a dynamic, context-dependent practice that changes over time and is acquired through informal learning and sense-making. The study includes four case studies of individuals with different backgrounds, each highlighting how literacy functions in their lives. Harry, a WWII veteran, uses literacy to process his past and engage with war-related texts. Shirley, a community leader, uses literacy to advocate for social change and support her son with dyslexia. June, a homemaker, uses literacy for daily tasks like managing household accounts and writing correspondence. Cliff, an unemployed man, uses literacy for leisure and communication but faces limitations due to a hearing impairment. The authors also explore the relationship between literacy and gender, showing that while there are patterns in the types of activities performed by men and women, there are exceptions that challenge stereotypes. They also discuss numeracy as a form of literacy and the multilingual practices of some residents, including the use of Arabic, Gujarati, and Urdu for different purposes. Barton and Hamilton argue that literacy is not confined to formal education or canonical texts but is embedded in everyday life, including home and community activities. They challenge traditional views of literacy by emphasizing the importance of vernacular and practical literacies. The authors demonstrate that literacy is a complex, dynamic practice shaped by individuals' daily lives and social contexts. Their work highlights the importance of understanding literacy as a social practice that is central to people's lives.Fernández reviews *Local Literacies: Reading and Writing in One Community* by David Barton and Mary Hamilton, published in 1998. The book presents an ethnographic study of literacy practices in the Springside neighborhood of Lancaster, England. Barton and Hamilton argue that literacy is best understood as a set of social practices, not just a set of skills. They emphasize that literacy is historically situated, influenced by social institutions and power relationships, and embedded in broader social goals and cultural practices. The authors describe literacy as a dynamic, context-dependent practice that changes over time and is acquired through informal learning and sense-making. The study includes four case studies of individuals with different backgrounds, each highlighting how literacy functions in their lives. Harry, a WWII veteran, uses literacy to process his past and engage with war-related texts. Shirley, a community leader, uses literacy to advocate for social change and support her son with dyslexia. June, a homemaker, uses literacy for daily tasks like managing household accounts and writing correspondence. Cliff, an unemployed man, uses literacy for leisure and communication but faces limitations due to a hearing impairment. The authors also explore the relationship between literacy and gender, showing that while there are patterns in the types of activities performed by men and women, there are exceptions that challenge stereotypes. They also discuss numeracy as a form of literacy and the multilingual practices of some residents, including the use of Arabic, Gujarati, and Urdu for different purposes. Barton and Hamilton argue that literacy is not confined to formal education or canonical texts but is embedded in everyday life, including home and community activities. They challenge traditional views of literacy by emphasizing the importance of vernacular and practical literacies. The authors demonstrate that literacy is a complex, dynamic practice shaped by individuals' daily lives and social contexts. Their work highlights the importance of understanding literacy as a social practice that is central to people's lives.