Foreword
Rosie Flewitt (University College of London, UK)
Section One: Studying children’s contemporary play
Karen Wohlwend & Jaye Johnson Thiel Indiana University, USA
Jackie Marsh, University of Sheffield, UK
Anne Haas Dyson, Illinois University, USA
Section Two: Studying specific groups of children
Rahat Zaidi, University of Calgary, Canada
Melissa Allen, Lancaster University, UK
Jim Anderson, British Columbia
Section Three: Studying children’s practices at home and in lab settings
Laidlaw, O’Mara & Wong, Deakin University, Australia
Pam Whitty, University of New Brunswick, Canada
Nadine Gaab, Harvard University, USA
Section Four: Children’s global practices and movement through space
Debra Harwood & Diane Collier, Brock University, Canada
Margaret Somerville & Sarah Powell, Western Sydney University, Australia
Donell Holloway, Edith Cowan University, Australia
Section Five: Studying children’s learning with others
Rachel Heydon, & Xiaoxiao Du, University of Western Ontario, Canada
Kathy Sylva & Fiona Roberts, University of Oxford, UK
Tisha Lewis, University of Georgia, USA
Section Six: Children’s learning through body, embodiment and haptics
Kerryn Dixon, Wits University, South Africa
Anne Mangen, Trude Hoel, Thomas Moser, University of Oslo, Norway
Kate Cowan, University College London, UK
Section Seven: Studying reading and interacting on screen
Zsofia Takacs, Eötvös Loránd University, Hungray
Brenna Hassinger and Rebecca Dore, University of Delaware, USA
Abi Hackett & Lucy Caton, Manchester Metorpolitan University, UK
Section Eight: Children’s multiliteracies
Annette Woods, Queensland University of Technology, Australia
Peggy Albers, Georgia State University, USA, together with Vivian Vasquez and Jerry Harste
Candace Kuby, Missouri University, USA
Section Nine: Children’s drawing, mark-making and arts
Lena Lee, Miami University, USA
Cathy Burnett and Guy Merchant, Sheffield Hallam University, UK
Narelle Lemon, La Trobe University, Australia
Linda Knight, Queensland University of Technology, Australia
Natalia Kucirkova is Senior Research Fellow at University College
London, UK. She graduated in Psychology, holds a Masters in
Research Methods and a Doctorate in Education. She worked at the
Oxford University Education Department, pursued a pre-doctoral
fellowship at the Harvard Graduate School of Education and
currently works as Senior Research Fellow at University College
London, UK. Her research concerns innovative ways of supporting
children’s book reading, digital literacy and exploring the role of
personalisation in early years. Her publications appeared in
Communication Disorders Quarterly, First Language, Computers &
Education or Cambridge Journal of Education. She has been commended
for her engagement with teachers and parents at a national and
international level.
Jennifer Roswell is Professor in the department of Teacher
Education and Canada Research Chair in Multiliteracies at Brock
University, Canada. Her research interests include: research in
schools and communities doing multimodal work with children and
youth; exploring how younger generations think and interact through
technologies, videogames and immersive environments; and,
longitudinal work in homes connecting artifacts and material worlds
with literacy and identity practices. She is Co-Series Editor with
Cynthia Lewis of the Routledge Expanding Literacies in Education
Series and the Digital Literacy Editor for The Reading Teacher. Her
latest books are The Routledge Handbook of Literacy Studies,
co-edited with Kate Pahl and Generation Z: Zombies, Popular
Culture, and Educating Youth, Co-Edited with Victoria Carrington,
Esther Priyadharshini, and Rebecca Westrup.
|
Ask a Question About this Product More... |
|
