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Informationen zum Autor Richard J. Meyer is a Regents’ Professor and Chair of Language, Literacy, and Sociocultural Studies at the University of New Mexico, USA. Kathryn F. Whitmore holds the Ashland/Nystrand Chair of Early Childhood Research and is Director of the Early Childhood Research Center at the University of Louisville, USA. Klappentext At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children's literacies as inclusive, redefined, and broadened-encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children's rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children's consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts. Zusammenfassung At a time when literacy has become more of a political issue than a research or pedagogical one, this volume refocuses attention on work with young children that places them at the center of their literacy worlds. Drawing on robust and growing knowledge which is often marginalized because of political and legislative forces, it explores young children’s literacies as inclusive, redefined, and broadened—encompassing technologies, the arts, multiple modalities, and teaching and learning for democracy, cultural sustainability and social justice. Highlighted themes include children’s rights to grow through playful engagements with multiple literacies to interrogate their worlds; adults who expand and inspire children’s consciousness and awareness of others and the world around them; the centrality of meaning making in all aspects of language and literacy development; a deep respect for diversities, including languages, cultures, sexual orientation, socioeconomic status and more; and an expansive understanding of the nature of texts. Inhaltsverzeichnis Introduction Reclaiming Early Childhood Literacies Richard J. Meyer and Kathryn F. Whitmore Pillar I: LEARNING Pillar Introduction: We Use a Lot More "Dots" in Arabic than You Do in English: A Learning Language Story Jerome C. Harste and Carolyn L. Burke Reclaiming or Reframing? Getting the Right Conceptual Metaphor for Thinking About Early Literacy Learning Brian Cambourne Chapter 2 Extension: Moving Toward the Discourse of Meaning-Making Brian Cambourne and Richard J. Meyer What Complex Miscues Tell Us About Kindergarteners’ Making Sense of Print Alan D. Flurkey and David P. Schultz Chapter 3 Extension: Text Matters: Predictable and Decodable Texts Prisca Martens Take That Ronald! Disrupting Gender Role Binaries with Powerful Picturebooks Kathryn F. Whitmore and Christie Angleton Chapter 4 Extension: Innocence, Intersectionality, and Normativity: Choosing Powerful Picturebooks About Gender Diversity Scott Ritchie Toddlers, Touchscreens, and Tablet Technologies: Learning "Concepts Beyond Print" Karen E. Wohlwend Chapter 5 Extension: Digital Observers, Explorers, and Teachers in Preschool Kathryn F. Whitmore and Emily L. Zuccaro Pillar II: TEACHING Pillar Introduction: Noisy ‘E’s’: A Language Story abou...
