New Technologies in Early Childhood Literacy Research: A Review of Research

2003 ◽  
Vol 3 (1) ◽  
pp. 59-82 ◽  
Author(s):  
Colin Lankshear ◽  
Michele Knobel
Keyword(s):  
Early Childhood ◽  
New Technologies ◽  
Early Childhood Literacy ◽  
Literacy Research

scholarly journals Imagining and improvising with theory and practice : a narrative inquiry with first grade students during reading workshop

2015 ◽  
Author(s):  
◽  
Shonna R. Crawford
Keyword(s):  
Early Childhood ◽  
Narrative Inquiry ◽  
Aesthetic Experience ◽  
First Grade ◽  
Theory And Practice ◽  
Deleuze And Guattari ◽  
Reading Workshop ◽  
Poststructural Theory ◽  
Early Childhood Literacy ◽  
Literacy Research

This paper illuminates the possibilities of thinking with poststructural theory when storying an emerging process of engaging in research with young children. The purpose of this paper is to describe processes, tensions, and imaginings while infusing poststructural theories into conversations with data (Deleuze and Guattari, 1987; Lenz Taguchi, 2010; Olsson, 2009). Currently much of early childhood literacy research (Park, 2011; Scull, Nolan and Raban, 2013; Vera, 2011) reports outcome-based findings and implications. While this research is informative, the emphasis is often on children as subjects and/or products/performances resulting from the research. In our narrative inquiry, we (first grade students, teacher, myself) worked together to explore ways students participated in a narrative inquiry about reading during reading workshop. While researching we experienced the ebb and flow-shifts and changes, tensions and challenges, joys and imaginings--of what it meant to participate in research. Thinking rhizomatically with our stories illuminated ways these shifts were initiated by lines of flight-- departures from the norm (Deleuze and Guattari, 1987; Kuby, 2013; Leander and Rowe, 2006). Lines of flight created new trajectories for our research including new ways of participating as we worked toward non-hierarchical relationships with young students. The improvisational nature of participation prompted an imaginative storying of our research through a jazz metaphor. This metaphor revealed relational improvisation with people and with materials as productive for students, teacher, and researcher as we produced our research. Ultimately our research invites practitioners and researchers to embrace teaching as an art, and learning as aesthetic experience.

Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms

2018 ◽  
Vol 54 (8) ◽  
pp. 1058-1084 ◽  
Author(s):  
Terry Husband
Keyword(s):  
Early Childhood ◽  
Picture Books ◽  
Census Data ◽  
Early Childhood Teachers ◽  
Racial Awareness ◽  
Racial Justice ◽  
Approaches To Teaching ◽  
Race And Racism ◽  
Racially Diverse ◽  
Early Childhood Literacy

Recent census data indicate that student populations in U.S. classrooms continue to become increasingly racially diverse. Despite these changes, many early childhood teachers remain reluctant to teach children about race and racial justice. In this article, I argue that multicultural picture books can and should be used to promote racial awareness and racial justice among young children. I discuss reasons why early childhood teachers should abandon colorblind approaches to race and racism in their classrooms. Then, I provide a framework of multiple approaches to teaching children about race through multicultural picture books. Practical considerations are presented.

scholarly journals EARLY CHILDHOOD LITERACY

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Mainita Elisnawati ◽  
Warananingtyas Palupi ◽  
Nurul Kusuma Dewi
Keyword(s):  
Early Childhood ◽  
Case Studies ◽  
Writing Workshop ◽  
Qualitative Approach ◽  
Literacy Programs ◽  
Literacy Program ◽  
Early Childhood Literacy ◽  
Reading Culture

Nowdays, children prefer to do activities using electronic tools and less often culturally read. The importance of introduction and reading culture applied since early childhood is expected to make children a literate and broad-minded generation. Introduction and reading culture is done by the nearest child (parents and teachers). The purpose of this research is to know the literacy program conducted by Library and Archives Service in realizing the literacy of early childhood, as well as the supporting facilities provided for the implementation of the literacy program. This research was conducted in the Regional Library of Bantul Regency. This study uses a qualitative approach to case studies Forms of literacy programs for early childhood include: 1) Visits to the library and reading books, 2) Screening, 3) Writing workshop. The literacy program focuses on the introduction of pre-school pre-school literacy.

Making Literacy Culturally Relevant

2021 ◽  
pp. 21-34
Author(s):  
Elizabeth Morphis ◽  
Ting Yuan
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Early Literacy ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Balanced Literacy ◽  
Early Childhood Literacy ◽  
Relevant Pedagogy

In this reflective chapter on culturally relevant teacher preparation, the authors begin by discussing early childhood literacy and how it has traditionally been conceptualized. They offer an overview of a balanced literacy model, including its history, structured development, and critiques. They then consider culturally relevant pedagogy as foundation to reconceptualizing early literacy and teacher preparation. To bring such reconceptualization to life, they share their work with early childhood pre-service teachers, aiming to reconceptualize early literacy. They conclude the chapter with suggestions for moving beyond balanced literacy in culturally relevant ways.

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