The purpose of the present article is to attend to the theoretical and methodological implications of expanding a view of geosemiotic to include a social geography lens. A Geosemiotics←→social geography approach creates possibilities to more fully attend to the dynamic and dialogic relationship of material, spatial, and social resources as mediators of literacy interactions. The article begins with a brief history of geosemiotics, advocating for the integration of social geography when attending to place semiotics specifically. This argument is situated within the existing landscape of spatialized literacy research, and illustrates one methodological approach found to be useful when applying an analysis informed by both theoretical perspectives. An analysis of early literacy interactions of one preschool classroom serves as an example to highlight the utility of this approach when investigating the social production of school[ed] spaces. Implications for literacy theory, methods, and instruction are discussed.

中文翻译：

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地符号学←→社会地理学：学前场所和学校（编）空间

本文的目的是关注将地理符号学的观点扩展到包括社会地理学镜头的理论和方法论意义。地理符号学←→社会地理学方法创造了更充分地关注物质、空间和社会资源作为读写互动中介的动态和对话关系的可能性。文章以地理符号学简史为开篇，主张在具体处理地方符号学时要结合社会地理学。这一论点位于空间化扫盲研究的现有景观中，并说明了一种方法论方法，该方法在应用由两种理论观点提供信息的分析时被发现是有用的。在调查学校[ed]空间的社会生产时，对一个学前班教室的早期识字互动的分析作为一个例子，突出了这种方法的实用性。讨论了对读写理论、方法和教学的影响。