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The Sage Handbook of Early Childhood Literacy
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Table of Contents

PART ONE: PERSPECTIVES ON EARLY CHILDHOOD LITERACY The Emergence of Early Childhood Literacy - Julia Gillen and Nigel Hall Post-Colonial Perspectives on Early Childhood Literacy - Radhika Viruru Gender and Early Childhood Literacy - Elaine Millard and Petula Bhojwani Reconceptualizing Early Childhood Literacy: The Sociocultural Influence and New Directions in Digital and Hybrid Mediation - Aria Razfar and Kris Gutierrez Play, Literacies and the Converging Cultures of Childhood - Karen E. Wohlwend Policy-Making in Early Childhood Literacy: Pathways to Equity for All Children - Cecelia Rios-Aguilar Disability and Early Childhood: The Importance of Creating Literacy Opportunities and Identities - Martha Mock and Susan Hildenbrand PART TWO: EARLY CHILDHOOD LITERACY IN FAMILIES, COMMUNITIES, AND CULTURES ACROSS MEDIA AND MODES Researching Young Children's Out-of-School Literacy Practices - Tamara Spencer, Michele Knobel, and Colin Lankshear The Out-of-School Schooling of Literacy - Eve Gregory and Charmian Kenner Agency, Authority and Action in Family Literacy Scholarship: An Analysis of the Epistemological Assumptions Operating in Family Literacy Scholarship - Catherine Compton-Lilly and Beth Graue with Rebecca Rogers Research Issues in Family Literacy - Greg Brooks and Peter Hannon Early Childhood Literacy and Popular Culture - Jackie Marsh Film and Television - Muriel Robinson and Margaret Mackey Critical Indigenous Literacies - Debbie Reese Artifactual Literacies - Kate Pahl and Jennifer Rowsell Space, Place and Early Childhood Literacy - Sue Nichols and Helen Nixon Multimodal Perspectives on Early Childhood Literacies - Rosie Flewitt PART THREE: EARLY MOVES IN LITERACY Moving into Literacy: How It All Begins - Lesley Lancaster Perspectives on Making Meaning: The Differential Principles and Means of Adults and Children - Gunther Kress Reading Policy: Evidence versus Power - Gerald Coles Becoming Biliterate - Charmian Kenner and Eve Gregory Early Reading Development - Dominic Wyse and Usha Goswami Young Children's Literary Meaning-Making: A Decade of Research 2000-2010 - Caitlin McMunn Dooley, Miriam Martinez, and Nancy L. Roser Textbooks and Early Childhood Literacy - Allan Luke, Victoria Carrington and Cushla Kapitzke Recent Trends in Research on Young Children's Authoring - Deborah Wells Rowe The Development of Spelling - Patricia L. Scharer and Jerry Zutell PART FOUR: LITERACY IN PRE-SCHOOL SETTINGS AND SCHOOLS The Place of Childhoods in School Writing Programs: A Matter of Ethics - Anne Haas Dyson Talk and Discourse in Formal Learning Settings - Joanne Larson and Shira M. Peterson Effective Literacy Teaching in the Early Years of School: A Review of Evidence - Kathy Hall Creating Positive Literacy Learning Environments in Early Childhood: Engaging Classrooms, Creating Lifelong Readers, Writers and Thinkers - Eithne Kennedy Towards Knowing Well and Doing Well: Assessment and Early childhood Education - Sharon Murphy Learning, Literacies and New Technologies: The Current Context and Future Possibilities - Cathy Burnett and Guy Merchant Critical Literacy in the Early Years: Emergence and Sustenance in an Age of Accountability - Barbara Comber PART FIVE: RESEARCHING EARLY CHILDHOOD LITERACY Methodologies in Research on Young Children and Literacy - David Bloome, Laurie Katz, Huili Hong, Patricia May-Woods and Melissa Wilson Methodologies of Early Childhood Research - Marjorie Faulstich Orellana and Karisa Peer Index

About the Author

Joanne Larson is Michael W. Scandling Professor of Education and Chair of the Teaching and Curriculum program at the University of Rochester's Warner Graduate School of Education and Human Development, USA. She received her PhD at the University of California, Los Angeles in 1995. Larson's ethnographic research examines how language and literacy practices mediate social and power relations in literacy events in schools and communities. She is currently collaborating with Rochester community residents on a participatory action research project examining changes associated with transforming a local corner store into a cornerstone of healthy living. Her book Radical Equality in Education: Starting Over in US Schooling (Routledge, 2014) makes the case for beginning with assumptions of equality instead of inequality in education. She is the editor of Literacy as Snake Oil: Beyond the Quick Fix, Second Edition (Lang, 2007) and co-editor with Jackie Marsh of Handbook of Early Childhood Literacy (Sage, 2013). Larson's journal publications include research articles in Research in the Teaching of English; Written Communication: Linguistics and Education; Journal of Early Childhood Literacy, and Discourse and Society. Jackie Marsh is Professor of Education at the University of Sheffield, UK, where she conducts research on young children's play and digital literacy practices in homes, communities and early years settings and primary schools. Her most recent publications include Changing Play: Play, Media and Commercial Culture from the 1950s to the Present Day (with Bishop, 2014) and Handbook of Early Childhood Literacy (edited with Larson, 2013). Jackie is an editor of the Journal of Early Childhood Literacy.

Reviews

'The second edition of this internationally respected and widely used text encompasses a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practices in the 21st century'
-Professor Teresa Cremin, Open University, UK

'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital literacies, play and literacy, and in-school and out-of-school literacy experiences'
-Yetta Goodman, Regents Professor, University of Arizona

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