Reclaiming Early Childhood Literacies

At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds.

Reclaiming Early Childhood Literacies

Reclaiming Early Childhood Literacies

At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts.

Reclaiming Literacies as Meaning Making

Richard J. Meyer and Kathryn F. Whitmore This is the fourth book in our continuing effort to reclaim progressive literacy education. Across the last three volumes (Reclaiming Reading, 2011;Reclaiming Writing, 2014;Reclaiming Early ...

Reclaiming Literacies as Meaning Making

Reclaiming Literacies as Meaning Making

Whitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.

Literacy Out Loud

Creating vibrant classrooms where "talk" is the springboard for all learning Terry Anne Campbell, ... In R. Meyer & K. Whitmore (Eds.), Reclaiming early childhood literacies: Narratives of hope, power, and vision (pp. 17–33).

Literacy Out Loud

Literacy Out Loud

Committed to embracing the power of oral language, Literacy Out Loud recognizes the important role "talk" plays in developing the reading and writing abilities that students need in school and beyond. The book offers strategies where oral language takes centre stage and is fostered through engaging activities. Literacy activities and events focus on all aspects of listening and speaking, and emphasize enjoyable, purposeful, social learning. The book argues that listening and speaking, or "talk," is at the heart of a vibrant classroom. It shows teachers how to nurture dynamic classroom talk that is essential in its own right, and makes all learning possible.

Mobile Learning Applications in Early Childhood Education

Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education ... In R. J. Meyer & K. F. Whitmore (Eds.), Reclaiming early childhood literacies: Narratives of hope, power, and vision.

Mobile Learning Applications in Early Childhood Education

Mobile Learning Applications in Early Childhood Education

Mobile technologies combined with an interdisciplinary approach to knowledge and organization of learning experiences that are meaningful to children could create a creative and interactive learning environment different from that of traditional teaching. Making good use of mobile learning with appropriate devices will increase the learning motivations of the students and help them bring about positive performance. Mobile Learning Applications in Early Childhood Education is a collection of innovative research on the methods and applications of mobile learning techniques and strategies within diversified teaching settings. While highlighting topics including computational thinking, ubiquitous learning, and social development, this book is ideally designed for researchers, teachers, parents, curriculum developers, instructional designers, academicians, students, and practitioners seeking current research on the application of mobile technology within child education.

Supporting Early Literacies Through Play

K. F. (Eds.) (2016) Reclaiming Early Childhood Literacies: Narratives of Hope, Power, and Vision. Abingdon, Routledge. This book has brought together a range of different writers – researchers as well as teachers – to highlight the ...

Supporting Early Literacies Through Play

Supporting Early Literacies Through Play

Bringing together two core areas of the curriculum, play and literacy, this book offers an innovative approach to examining literacy and language development within the context of children’s play.

The Case of the iPad

Mobile Literacies in Education Cathy Burnett, Guy Merchant, Alyson Simpson, Maureen Walsh. Vygotsky, Lev. 1935/1978. Mind in society: The ... In Reclaiming early childhood literacies: Narratives of hope, power, and vision, ed.

The Case of the iPad

The Case of the iPad

This book brings together an international group of literacy studies scholars who have investigated mobile literacies in a variety of educational settings. Approaching mobility from diverse theoretical perspectives, the book makes a significant contribution to how mobile literacies, and tablets in particular, are being conceptualised in literacy research. The book focuses on tablets, and particularly the iPad, as a prime example of mobile literacies, setting this within the broader context of literacy and mobility. The book provides inspiration and direction for future research in mobile literacies, based upon 16 chapters that investigate the relationship between tablets and literacy in diverse ways. Together they address the complex and multiple forces associated with the distribution of the technologies themselves and the texts they mediate, and consider how apps, adults and children work together as iPads enter the mesh of practices and material arrangements that constitute the institutional setting.

The Routledge Handbook of Digital Literacies in Early Childhood

Technology and literacy in early childhood educational settings: a review of research. ... Discourse: Studies in the Cultural Politics of Education, 26(3): 279–285. Flewitt, R., Messer, D., ... Reclaiming Early Literacy (pp. 217–226).

The Routledge Handbook of Digital Literacies in Early Childhood

The Routledge Handbook of Digital Literacies in Early Childhood

As fast-evolving technologies transform everyday communication and literacy practices, many young children find themselves immersed in multiple digital media from birth. Such rapid technological change has consequences for the development of early literacy, and the ways in which parents and educators are able to equip today’s young citizens for a digital future. This seminal Handbook fulfils an urgent need to consider how digital technologies are impacting the lives and learning of young children; and how childhood experiences of using digital resources can serve as the foundation for present and future development. Considering children aged 0–8 years, chapters explore the diversity of young children’s literacy skills, practices and expertise across digital tools, technologies and media, in varied contexts, settings and countries. The Handbook explores six significant areas: Part I presents an overview of research into young children’s digital literacy practices, touching on a range of theoretical, methodological and ethical approaches. Part II considers young children’s reading, writing and meaning-making when using digital media at home and in the wider community. Part III offers an overview of key challenges for early childhood education presented by digital literacy, and discusses political positioning and curricula. Part IV focuses on the multimodal and multi-sensory textual landscape of contemporary literary practices, and how children learn to read and write with and across media. Part V considers how digital technologies both influence and are influenced by children’s online and offline social relationships. Part VI draws together themes from across the Handbook, to propose an agenda for future research into digital literacies in early childhood. A timely resource identifying and exploring pedagogies designed to bolster young children’s digital and multimodal literacy practices, this key text will be of interest to early childhood educators, researchers and policy-makers.

The SAGE Encyclopedia of Human Communication Sciences and Disorders

Reclaiming early childhood literacies: Narratives of hope, power and vision. New York, NY: Routledge. Rowe, D. W. (2010). Directions for studying early literacy as social practice. Language Arts, 88(2), 134–143. Whitmore, K. F., Martens ...

The SAGE Encyclopedia of Human Communication Sciences and Disorders

The SAGE Encyclopedia of Human Communication Sciences and Disorders

The SAGE Encyclopedia of Human Communication Sciences and Disorders is an in-depth encyclopedia aimed at students interested in interdisciplinary perspectives on human communication—both normal and disordered—across the lifespan. This timely and unique set will look at the spectrum of communication disorders, from causation and prevention to testing and assessment; through rehabilitation, intervention, and education. Examples of the interdisciplinary reach of this encyclopedia: A strong focus on health issues, with topics such as Asperger′s syndrome, fetal alcohol syndrome, anatomy of the human larynx, dementia, etc. Including core psychology and cognitive sciences topics, such as social development, stigma, language acquisition, self-help groups, memory, depression, memory, Behaviorism, and cognitive development Education is covered in topics such as cooperative learning, special education, classroom-based service delivery The editors have recruited top researchers and clinicians across multiple fields to contribute to approximately 640 signed entries across four volumes.

Reclaiming Reading

This reconceptualizationof toysas texts aligns withcalls onseveral frontsin literacy research: literacy development as participation in early literacy apprenticeships (Rowe, 2008), children«s inventive uses of literacy materials and ...

Reclaiming Reading

Reclaiming Reading

Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners’ and their teachers’ lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.

Apps Technology and Younger Learners

Crayons and iPads: Understanding young children's meaningmaking processes in learning to be literate. ... In R.J. Meyer and K.F. Whitmore (eds), Reclaiming Early Childhood Literacies: Narratives of hope, power, and vision.

Apps  Technology and Younger Learners

Apps Technology and Younger Learners

This book provides an in-depth analysis of the challenges, potential and theoretical possibilities of apps and considers the processes of change for education and home learning environments. Drawing together a diverse team of international contributors, it addresses the specific features, context of use and content of apps to uncover the importance of these tools for young children’s learning. Apps, Technology and Younger Learners focuses on ways that apps support early years and primary school learning, connect various learning spaces and engage children in a range of edutainment and knowledge-building activities. In each chapter, the current state of knowledge and key research questions in the field for future study are identified, with clear messages provided at the end of each chapter. Focusing on empirical studies and strong theoretical frameworks, this book covers four key parts: Understanding the learning potential of children’s apps; Key app challenges; Empirical evidence; Future avenues. This book is an essential guide for educators, post-graduate students, researchers and all those interested in the advantages or challenges that may result from integrating apps into early education.

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