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OverviewThis 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. Researching Early Childhood Literacy in the Classroom argues that the lived experience of young children encountering formal schooled literacy curricula should be the foremost consideration in educational reforms intended to improve rates of literacy acquisition in schools. To make this argument, the author suspends traditional concerns with ‘learning’ and ‘progress’ to concentrate on ‘practice’ and ‘meaning’ in a careful analysis of key classroom incidents. The author concludes that such insights suggest a need for re-considering the assumptions upon which educational policy rests. This book will be of great interest to graduate and postgraduate students, researchers, academics, and libraries in the fields of Literacy Studies, Teacher Education, Education Policy and Applied Linguistics. Full Product DetailsAuthor: Lucy HenningPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.276kg ISBN: 9781032240084ISBN 10: 1032240083 Pages: 198 Publication Date: 13 December 2021 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList 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 REFERENCESReviewsAuthor InformationLucy Henning is Senior Lecturer in primary English at Roehampton University, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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