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1.
Elaine Millard 《Literacy》2003,37(1):3-8
This paper seeks to widen discussion about which forms of literacy are most appropriate for the education of children in the twenty‐first century. It outlines the current debate about the changes to children's literacy practices, which are described as being prompted on the one hand by the pervasive influence in society of new technologies, and on the other by the extent of pupils' engagement with popular culture. Using a single example, representative of a number of classroom action research studies devised by the author in which children's own interests were used to motivate writing, she argues that what is required from teachers is a transformative pedagogy. This would allow children's cultural interest to be merged with the school requirements into what is described as a literacy of fusion . The paper ends with an outline of the aspects of learning to which a teacher working to create such forms of literacy would need to attend. 相似文献
2.
Andrew Lambirth 《Literacy》2003,37(1):9-13
This paper sets out to try and understand why, in the face of a growing body of research and opinion that favours the utilisation of popular texts to teach literacy ( Marsh & Millard, 2000, Dyson, 2001 , Bromley, 2001), teachers in a research and development project in Southeast England, still had an aversion to embracing children's interest in popular culture. It will argue that the professional position the teachers take is an understandable one in view of the issues surrounding conceptions of literacy, the nature of the pleasure that popular texts evoke, and the alienation to school literacy and culture that these texts can induce. In a discussion of literacy, the paper will argue that, surprisingly, the teachers in the project who did not wish to use popular culture in their classrooms share similar traditional conceptions of literacy with many of those who advocate the use of popular texts in the classroom. 相似文献
3.
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
4.
Elizabeth Grugeon 《Literacy》2005,39(1):3-9
This article reports on ongoing work in initial teacher education (ITE) where student teachers have been required to observe and record children's play, to describe and analyse this, and to consider the pedagogical implications. They have been introduced to a theoretical background, which takes into account the increasingly multi‐modal nature of literacy practices, and have been shown a methodology for conducting a small‐scale ethnographic research project on the playground. They have been encouraged to consider how the unofficial literacy practices of the children's homes, communities and popular culture might affect the official practices of the school, and to understand how children absorb and recreate texts from beyond the school curriculum. The article reflects the student teachers' findings on school playgrounds, with narratives re‐enacted and drawn from popular media, imaginative use of playground space, and games that explore the pupils' present and future lives. Student teachers begin to recognise the vital role of socio‐dramatic play in the development of emergent literacy. They also develop insights on applying children's expertise outside the classroom to their literacy practices within the school. 相似文献
5.
Margaret K. Merga 《Literacy》2020,54(1):70-78
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
6.
Speaking Subjects: the Development of a Conceptual Framework for the Teaching and Learning of Spoken Language 总被引：1，自引：0，他引：1
Although the National Curriculum demands a wide range of speaking and listening activities in the primary classroom and the National Oracy Project has stimulated a rich variety of empirical work by teachers on children's spoken language, there is still an underdeveloped conceptual framework to the primary oracy curriculum as a whole. This article argues that the recent SCAA (School Curriculum and Assessment Authority) Exemplification of Standards booklet and video sent to every primary school in the country only raises once again some of these unresolved conceptual issues. It attempts to begin to construct a useful conceptual framework for classroom oracy using different concepts which help to frame the familial culture of the young child, the oral culture of the media and the cognitive and rational culture of school discourse. 相似文献
7.
Clare Dowdall 《English in Education》2006,40(3):39-54
In this paper, findings from a recent small‐scale case study exploring children's out‐of‐school text production are shared. It has been strongly argued that the standard literacy curriculum offered by schools is dislocated from the real interests and home literacy practices of children (Millard 2003). This argument is used as a starting point for considering the texts produced by Ben, a ten‐year‐old writer. Here, Ben's texts are considered for the range of factors that can be seen to influence his out‐of‐school text production. These factors are wide‐ranging and include social, material and agentive factors. To conclude, the factors that arise from the data are explored in relation to one another, and a framework for considering children's text production that brings into balance the social, material and agentive factors is proposed. 相似文献
8.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
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
9.
Jackie Marsh 《International Journal of Early Years Education》1999,7(2):117-131
This case study is an investigation into the effects of the introduction of a theme from popular culture into a socio‐dramatic role play area, focusing on the effects on children's literacy activities. A Batman and Batwoman HQ was set up in a base containing two classes of 6‐ and 7‐year‐olds and a range of literacy materials was placed within it. Methods included participant observation, interviews, use of video camera and collection of statistics. The findings indicate that the incorporation of themes from popular culture into the curriculum can motivate children whose interests are usually excluded from the classroom. 相似文献
10.
《British Educational Research Journal》2003,29(3):369-382
This article reports on a small‐scale study which examined the home literacy practices of a group of 3 and 4 year‐old children in a working‐class community in the north of England and explored how far these practices were reflected in the curriculum of the nursery the children attended. The data illustrate that there was a dissonance between out‐of‐school and schooled literacy practices and that there was more evidence of nursery literacy practices infiltrating the home than vice versa. Children's literacy practices in the home were focused on media and popular cultural texts and the article argues for greater recognition of these contemporary cultural practices in early years policy documentation and curriculum guidance. 相似文献
11.
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
12.
Alison Kelly 《Literacy》2005,39(3):129-134
What can listening to children's ideas about poetry teach us? This article considers ways in which exploring primary‐aged students' perceptions of poetry can inform teachers' work with children. Using strategies from earlier studies in secondary schools, a small‐scale project with Year 6 students revealed their complex and sometimes contradictory ideas. These ideas reflect some of the current debates around the nature of poetry and ways of teaching it. The children's ideas are analysed with critical attention paid to the impact of the view of literacy in England's National Literacy Strategy on the teaching and learning of poetry. 相似文献
13.
Clare Dowdall 《Literacy》2009,43(2):91-99
Social networking can currently be described as a mainstream youth activity, with almost half of 8–17‐year‐old children, who have access to the Internet, claiming to participate. As an activity it is of particular interest to literacy educators because it is enacted through the production and consumption of text. However, a growing body of research is finding that while young people transfer knowledge and practices across the sites that they occupy, children's text production using informal digital literacy practices and children's school‐based text production can be regarded as increasingly disparate activities. This paper draws from a current research project that is exploring three pre‐teenage children's text production in social networking sites. Here one child's Bebo profile page is presented and discussed in order that the forces that play upon her text production can be identified. Through consideration of these forces, a framework for considering children's text production in informal digital environments is suggested. This framework steps away from the existing frameworks currently found within the Primary National Strategy for Literacy and Mathematics and instead requires that children's texts are viewed in relation to structure and agency. 相似文献
14.
Claire E. Baker 《Early education and development》2014,25(3):338-355
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities. 相似文献
15.
This study examined home literacy and numeracy practices. It also focused on the roles of home and school in fostering Year 3 children's literacy and numeracy development in Australian schools. A parent survey of 95 parents from four schools, and focus interviews of parents, teachers and a school administrator within one school, provided the data for this study. Results showed that parents helped their children with literacy and numeracy at home. Most of this assistance is given with reading, some with writing and some with routine mathematics. Both parents and school personnel held the children's learning interests at heart and advocated for the formation of parent/school partnerships. Yet the discourses relating to school and home roles for assisting children's literacy and numeracy development provided contrasting views. Implications for school personnel are drawn from the results of this study. 相似文献
16.
Janet Scull Andrea Nolan Bridie Raban 《International Journal of Early Years Education》2012,20(4):379-391
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
17.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed. 相似文献
18.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed. 相似文献
19.
Janet Maybin 《Literacy》2013,47(2):59-66
After briefly reviewing how reading is conceptualised in the Progress in International Reading Literacy Study and the English National Curriculum, this article examines two unofficial reading activities in a class of 10–11‐year‐olds' to see how far these activities match up with the official definitions of reading, or whether they involve a different kind of interaction with text. Although the children's unofficial reading appears trivial, fleeting and fragmentary, analysis shows that they are applying, albeit in a rudimentary way, the comprehension skills of retrieval, inference, interpretation and evaluation promoted by the Progress in International Reading Literacy Study and the National Curriculum. These skills, however, are driven by children's emotional, critical and creative responses to the texts. The children's reading is more imaginative and dialogic than is possible within official curriculum activities; they interweave emotional and moral response with argument and critique in one example and respond humorously to poetic rhyme, rhythm and tone in another. These spontaneous reading activities, where children are active, animated and engaged, provide evidence of important dimensions of literacy which are not adequately addressed in official surveys and curriculum assessment. 相似文献
20.
自从利维斯提出将大众文化引入学校课程的主张以来,有关大众文化的课程理论研究取得了丰硕的成果。本文对各个历史时期的大众文化课程观进行了梳理,阐述了大众文化课程观从利维斯的精英主义大众文化课程观、班托克的社会分层大众文化课程观、泰勒的校外课程大众文化价值观、吉鲁的批判教育学大众文化课程观到白金汉等的媒介素养教育大众文化课程观的演变过程,揭示了人们对大众文化在课程中的价值认识经历了从否定到肯定的历史规律。 相似文献