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1.
In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work.  相似文献   

2.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated.  相似文献   

3.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts.  相似文献   

4.
Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio‐economic background to children's language and literacy at the end of Key Stage 1 (age seven‐years‐old). Consistently with previous studies, the findings showed that family's socio‐economic background made a substantive contribution to teacher‐rated language and literacy. Moreover, children's characteristics and attitudes to school as well as certain aspects of the home learning environment explained a significant amount of variance in language and literacy. Homework support and book reading, however, were not found to associate with children's language and literacy outcomes, despite a high percentage of parents being involved with home learning support routinely. These findings are likely to contribute to debates regarding the role of home learning in reducing underachievement, drawing important implications for family policy.  相似文献   

5.
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning.  相似文献   

6.
In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands‐on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create “little scientists”—a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice‐based scientific literacy, arguing through three related empirical studies that taking the notion of “little scientists” seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project‐based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the process of mastering. Study 2 shows how sustained on‐line work with volunteer scientists appears to influence students' success in formulating credible scientific arguments in written project reports following an authentic genre. Study 3, using data from three suburban high school classes, suggests that involving students in the formulation of research questions and data analysis strategies results in better spontaneous use of empirical data collection and analysis strategies on a transfer task. The study also suggests that failing to involve students in the formulation of research can result in a loss of agency. The implications of these findings for future research and practice are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 234–266, 2004  相似文献   

7.
Multiliteracies‐related research is just emerging from the formal discourse of pedagogical theorising and how it may look in practice needs further exploration. This research, initiated under that warrant, presents practitioner research and the enactment of a multiliteracies curriculum with Year 8 students in New York City's Chinatown. The study describes a collaborative digital literacies project with a local contemporary arts museum where students engaged in the multi‐modal redesign of school texts. First, the article outlines a move of multiliteracies theory into curriculum practice where students explored questions of Chinese‐American and immigrant identities through a discourse analysis of history texts. Then, drawing on a digital gothic and hip‐hop cartoon Web project, it outlines how students challenged ways their ethnic identities were positioned by drawing political satire cartoons about immigration to the United States. The project concluded with a virtual exhibition of students' artwork where they inserted their cartoons within existing educational websites using HTML and Flash. It argues that the redesigned websites are a new set of multi‐modal literacy practices that allow youth to disrupt racist and exclusionary discourses they encounter in school texts and their lived experiences.  相似文献   

8.
This article examines the complex connections between literacy practices, the use of information and communication technologies (ICTs) and disadvantage. It reports the findings of a year-long study which investigated the ways in which four families use ICTs to engage with formal and informal literacy learning in home and school settings. The research set out to explore what it is about computer-mediated literacy practices at home and at school in disadvantaged communities that makes a difference in school success. The findings demonstrate that the 'socialisation' of the technology--its appropriation into existing family norms, values and lifestyles--varied from family to family. Having access to ICTs at home was not sufficient for the young people and their families to overcome the so-called 'digital divide'. The article concludes that old inequalities have not disappeared, but are playing out in new ways in the context of the networked society.  相似文献   

9.
Jodi Streelasky 《Literacy》2019,53(2):95-101
This study analyses the valued school experiences of 15 five‐ and six‐year‐old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development.  相似文献   

10.
This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy.  相似文献   

11.
This paper argues that teachers' recognition of children's cultural practices is an important positive step in helping socio‐economically disadvantaged children engage with school literacies. Based on 21 longitudinal case studies of children's literacy development over a 3‐year period, the authors demonstrate that when children's knowledges and practices assembled in home and community spheres are treated as valuable material for school learning, children are more likely to invest in the work of acquiring school literacies. However, they also show that while some children benefit greatly from being allowed to draw on their knowledge of popular culture, sports and the outdoors, other children's interests may be ignored or excluded. Some differences in teachers' valuing of home and community cultures appeared to relate to gender dimensions.  相似文献   

12.
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed.  相似文献   

13.
This paper deals with the relation between children's home literacy environments (HLE) and their literacy development in the first phase of primary school. On the basis of a broad conceptualisation of the HLE, we identified three home literacy profiles (rich, child‐directed and poor HLE). Firstly, we related these profiles to socio‐cultural factors (more specifically, ethnicity and socio‐economic status [SES]). We found an association between the HLE and ethnicity/SES, indicating that (Dutch) majority children and children from high SES families had, in general, the most stimulating HLEs. On the other hand, we observed considerable variability in HLEs within ethnic minority and low SES groups. Subsequently, we related the HLE profiles to literacy outcomes in kindergarten, first and second grade. We found that, after controlling for relevant background characteristics, the HLE had an effect on children's vocabulary scores in first grade, and their general reading comprehension both in first and second grade.  相似文献   

14.
The Internet offers new possibilities for engaging with information and is associated with a wide range of literacy practices. National guidance in the United Kingdom on ‘reading the web’, however, has focused largely on the different skills children may need to learn in school to navigate web‐based texts successfully. Here it is argued that much can be learned both about the potential of the web and of the kinds of reading associated with it by examining children's use of the Internet outside school. This article therefore begins with an overview of particular features of on‐screen reading and the different practices and orientations towards knowledge associated with this. It then reports on the use of the Internet out of school by a group of Year 6 children. It explores the purposes for which these children access the Internet, the attitudes and orientations they demonstrate in their approach to web‐based texts, and their own perceptions of what has enabled them to develop as Internet users. This exploration highlights the way that children may experiment and innovate in their use of the Internet out of school, and in doing so demonstrate considerable autonomy. These findings are used to make suggestions for framing and supporting children's Internet use in school.  相似文献   

15.
This review explores Michelle Hollingsworth Koomen’s “Inclusive science education: Learning from Wizard,” a case study of a middle school student with learning exceptionalities in a mainstream science classroom. The strength of Koomen’s work lies in her elucidation of the ways in which normative science instruction fails to adequately support Wizard’s learning. His classroom experiences position him, if unintentionally, as deficient and incapable, which in turn serves to undermine his ability to fully engage in science or to capitalize on his strengths as a learner in the service of developing disciplinary literacy. I extend this conversation by arguing for a broader view of scientific literacy and the need for a more relational pedagogy in classrooms that supports meaningful and productive engagement in science learning and fosters positive identification with science.  相似文献   

16.
For many students the study of science can be very disaffirming. This may lead to passivity in class and a lifelong disaffection with science, outcomes which defeat the long‐term purpose of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a “science for all” goal, based on a nexus of psychological, sociological, and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socioeconomic status area. The intervention was found to be successful on a number of fronts. An approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 699–717, 1999  相似文献   

17.
In this paper I deploy a synthesis of methods I term virtual literacy ethnography to investigate the diverse literacy practices of the project Schome Park. Participants have been engaging over a 15‐month period in an innovative out‐of‐school project centred on use of the (Teen) Second Life three‐dimensional virtual world. Some ethical aspects of working with children in virtual worlds are briefly discussed. I analyse evidence from the three main communicative domains of the project: chat logs, wiki and forum, demonstrating the complexity and creativity of student literacy practices. I include in my data selection exemplars that draw on persistently valued literacy texts and demonstrate that attentive examination to literacy practices may be more fruitful than maintaining overly dichotomised boundaries between new literacies and those more established.  相似文献   

18.
While qualified school librarians can have a positive influence on children's literacy attainment, very little consideration is given to the educative role of librarians in schools. Lack of attention on these librarians' educative capacity may be due to a devaluing of the educational contribution of school librarians, and it can be argued that school libraries are poorly valued in current times, as evidenced in cuts to budgets and staffing. While school librarians may foster literacy and literature learning through a range of strategies, and for diverse purposes, perhaps their most expected contribution relates to the fostering of literacy and literature learning through wide reading and reading engagement in students. However, little is known about the specific barriers that librarians in schools may encounter in achieving these goals in the current school environment. Research from teacher librarians at 30 Australian schools is drawn upon to explore barriers to children's literacy and literature learning in school libraries. Recurring barriers were limited time and competing demands, crowded curriculum, low teacher valuing, low student engagement, skills and motivation, issues with parental support, limited space and constrained budget. These findings provide a valuable foundation for future inquiry in this under‐researched space.  相似文献   

19.
This paper examines how literacy is defined and enacted by teachers in early childhood programmes pointing to the differing ways views of early literacy impact practice. It is argued here that early literacy development during the years before school is dependent on children's experiences of having literacy activities modelled around them and the ways in which adults include them in their everyday literacy interactions. Early childhood teachers reveal differing understandings of early literacy during the years before formal school and this impacts their decisions concerning literacy activities and practice within their preschool rooms. Three early childhood teachers are presented here, through video clips and video-stimulated interviews around their literacy activities with preschool children. They demonstrate a range of practice which is shown to depend on their views of young children's literacy development. These vignettes have implications for further professional discussion and learning.  相似文献   

20.
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective of socio‐economic status, parents engaged with various learning activities (except reading) roughly equally. The socio‐economic factors examined in this study, i.e., family income and maternal educational qualifications, were found to have a stronger effect on children's language/literacy than on social‐emotional competence. Socio‐economic disadvantage, lack of maternal educational qualifications in particular, remained powerful in influencing competencies in children aged three and at the start of primary school. For children in the first decade of this century in England, these findings have equity implications, especially as the socio‐economic gap in our society widens.  相似文献   

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