Researching early childhood literacy in the classroom : literacy as a social practice /

Researching early childhood literacy in the classroom : literacy as a social practice / Lucy Henning.

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. Researching Early Childhood Literacy in the Classroom argues that the...

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Bibliographic Details
Online Access: Full Text (via Taylor & Francis)
Main Author: Henning, Lucy (Author)
Format: eBook
Language:English
Published: New York, NY : Routledge, 2020.
Series:Routledge research in literacy.
Subjects:
Reading (Early childhood)

MARC

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490 1 |a Routledge research in literacy. 
504 |a Includes bibliographical references and index. 
505 0 |a PART I Fresh Perspectives on Familiar Phenomena -- 1 Thinking About Literacy, Schools and Children; 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 -- 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 II Amber Class Children Practise Literacy -- 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 -- 4 The Importance of Amber Class' Children's In-Class Peer Culture 97 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 -- 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 III Discussion and Conclusions; Discussion: Reflecting on Young Children, Schooling and Literacy. 
520 |a 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. 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. 
545 0 |a Lucy Henning is Senior Lecturer in primary English at Roehampton University, UK. 
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