This volume demonstrates how the ethnographic approach to research demanded by a 'Literacy as Social Practice' perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks.
This volume demonstrates how the ethnographic approach to research demanded by a 'Literacy as Social Practice' perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks.
Lucy Henning is Senior Lecturer in primary English at Roehampton University, UK.
Inhaltsangabe
List of Abbreviations List of transcription conventions Foreword ACKNOWLEDGEMENTS Introduction: Literacy, Schooling and Young Children PART ONE: FRESH PERSPECTIVES ON FAMILIAR PHENOMENA Chapter 1 Fresh Perspectives on Familiar Phenomena * Introduction * Section 1: Literacy in the social world * Section 2: Literacy in the institution of schooling * Section 3: Children's interpretive reproduction of literacy in schools * Conclusion Chapter 2: Researching Young Children's in-school literacy practices Introduction * Section 1: Policy priorities for researching early childhood literacy * Section 2: Ethnographic principles for researching early childhood literacy in classrooms * Section 3: Re-examining young children's in-school literacy practices * Conclusion PART TWO: AMBER CLASS CHILDREN PRACTISE LITERACY Chapter 3: Jessica practises literacy with Donna * Introduction * Section 1: Normalising expectations for young children's literacy practices. * Section 2: Interpretively reproducing literacy practices in the classroom. * Section 3: Interpretively Reproducing literacy skills and knowledge * Conclusion Chapter 4: The importance of Amber Class' children's in-class peer culture * Introduction * Section 1: Producing peer culture literacy in social interaction * Section 2: Managing peer culture priorities: Peer to peer copying * Section 3: Managing peer culture and schooled literacy priorities * Conclusion Chapter 5 Amber Class Children's encounter with being grouped for teaching * Introduction * Section 1: Schooled literacy manages relative literacy expertise * Section 2: Peer culture interpretations of schooled groupings * Section 3: Sharing literacy expertise in the peer culture * Conclusion PART THREE: DISCUSSION AND CONCLUSIONS Discussion: Reflecting on young children, schooling and literacy Conclusion Appendix: My research project REFERENCES
List of Abbreviations List of transcription conventions Foreword ACKNOWLEDGEMENTS Introduction: Literacy, Schooling and Young Children PART ONE: FRESH PERSPECTIVES ON FAMILIAR PHENOMENA Chapter 1 Fresh Perspectives on Familiar Phenomena * Introduction * Section 1: Literacy in the social world * Section 2: Literacy in the institution of schooling * Section 3: Children's interpretive reproduction of literacy in schools * Conclusion Chapter 2: Researching Young Children's in-school literacy practices Introduction * Section 1: Policy priorities for researching early childhood literacy * Section 2: Ethnographic principles for researching early childhood literacy in classrooms * Section 3: Re-examining young children's in-school literacy practices * Conclusion PART TWO: AMBER CLASS CHILDREN PRACTISE LITERACY Chapter 3: Jessica practises literacy with Donna * Introduction * Section 1: Normalising expectations for young children's literacy practices. * Section 2: Interpretively reproducing literacy practices in the classroom. * Section 3: Interpretively Reproducing literacy skills and knowledge * Conclusion Chapter 4: The importance of Amber Class' children's in-class peer culture * Introduction * Section 1: Producing peer culture literacy in social interaction * Section 2: Managing peer culture priorities: Peer to peer copying * Section 3: Managing peer culture and schooled literacy priorities * Conclusion Chapter 5 Amber Class Children's encounter with being grouped for teaching * Introduction * Section 1: Schooled literacy manages relative literacy expertise * Section 2: Peer culture interpretations of schooled groupings * Section 3: Sharing literacy expertise in the peer culture * Conclusion PART THREE: DISCUSSION AND CONCLUSIONS Discussion: Reflecting on young children, schooling and literacy Conclusion Appendix: My research project REFERENCES
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