-
Reading with drama: relations between texts, readers and experiences Literacy (IF 1.158) Pub Date : 2021-03-03 Carmen Liliana Medina, Mia Perry, Bridget Kiger Lee, Amanda Deliman
This article explores the intersections of drama and reading, specifically focusing on approaches that are situated within “drama in education.” Supported with a retrospective analysis, this article portrays the research, related practice and possible futures in drama education in relation to literacy and in particular to reading fiction as meaning making practice. This study is situated in a reassertion
-
Reading for pleasure: exploring reading culture in an Australian early years classroom Literacy (IF 1.158) Pub Date : 2021-02-22 Carly Vanden Dool, Alyson Simpson
Research indicates a powerful correlation between students' reading enjoyment, motivation and achievement. This Australian case study investigates how reading for pleasure (RfP) approaches are demonstrated in the teaching of reading in a Stage 1 (6‐year‐old to 7‐year‐old students) classroom. The methodology was designed to mirror aspects of Cremin's 2014 UK‐based study, Teachers As Readers. Engaging
-
Adolescents' use of online texts about US immigration: recognizing deeply personal meaning‐making Literacy (IF 1.158) Pub Date : 2021-02-21 Mary F. Rice, Mark Stevens
Adolescents need help locating and evaluating information about immigration that reflects a panoply of views – particularly views that have been ignored in traditional texts. The purpose of this study was to gain insight into adolescents' engagement with online texts on the topic of immigration and associated concepts as they worked to develop critical digital literacies. The research question for
-
Writing, grammar and the body: a cognitive stylistics framework for teaching upper primary narrative writing Literacy (IF 1.158) Pub Date : 2021-02-01 Brett Healey, Paul Gardner
This paper synthesises aspects of functional grammar and cognitive stylistics to posit a theoretical approach to the teaching of the grammar of narrative writing to upper primary and lower secondary students. It is argued the development of students' metalinguistic understanding is essential if they are to make informed language choices as they write. Cognitive stylistics is an embodied theory of grammar
-
“I expect boredom”: students' experiences and expectations of multiliteracies learning Literacy (IF 1.158) Pub Date : 2021-01-28 Fei Victor Lim, Csilla Weninger, Thi Thu Ha Nguyen
Multiliteracies has been incorporated in the curriculum of many education systems around the world. Beyond the broadening of focus in literacy to include multimodal meaning‐making, multiliteracies pedagogies are also associated with certain pedagogical shifts, such as a focus on bridging the students' out‐of‐school literacy practices with what and how they are learning in school. This often involves
-
Voice in adolescents' informational writing Literacy (IF 1.158) Pub Date : 2021-01-27 Jungyoung Park, Zhihui Fang
Voice is a key component of interpersonal meaning that denotes a writer's value judgement or personal feelings. An important aspect of voice in informational writing is epistemic stance, which indicates a writer's judgement of the information presented. This exploratory study examined adolescents' use of hedges and boosters to convey epistemic stance in their informational writing. Ninety‐three seventh‐grade
-
Issue Information Literacy (IF 1.158) Pub Date : 2021-01-26
No abstract is available for this article.
-
We read, we write: reconsidering reading–writing relationships in primary school children Literacy (IF 1.158) Pub Date : 2020-11-26 Lucy Taylor, Paula Clarke
The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's
-
Arts‐based responses to teaching poetry: a literature review of dance and visual arts in poetry education Literacy (IF 1.158) Pub Date : 2021-01-06 Sofia Jusslin, Heidi Höglund
This study investigates the use of dance and visual arts in poetry education by systematically reviewing peer‐reviewed articles published on the topic from 2000 to 2019. The review focuses on empirical results in studies concerned with using dance and visual arts in poetry education and implications for poetry pedagogy in research and practice. The review encompasses 21 articles that were analysed
-
A Year of Equity literacy: community actions and invitations Literacy (IF 1.158) Pub Date : 2021-01-05 Christy Wessel‐Powell, Alexandra Panos, Regina Weir
School inequity is a persistent and ‘wicked’ problem communities have a responsibility to solve. Here, we argue that critical literacy advocacy within community‐based settings provides an unprecedented opportunity to examine and disrupt school inequity and promote sustainable actions towards justice‐based solutions. This article connects critical literacy and equity literacy theoretical frameworks
-
Information literacy instruction in early childhood education: the school museum Literacy (IF 1.158) Pub Date : 2020-12-22 Verónica Parisi‐Moreno, Nayra Llonch‐Molina, Moisés Selfa
Instruction with primary sources promotes learner engagement and behavioural objectives. The school museum is a suitable resource for information literacy instruction in early childhood education. In this paper, we question conventional information literacy instruction. Drawing on a review of the scientific literature on information literacy and a review of educational policies, we argue that instructional
-
“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom Literacy (IF 1.158) Pub Date : 2020-09-22 Robert Jean LeBlanc
This article investigates whole‐class discussions of literature in the English classroom and the pragmatics of teacher interpretation in and through the voices of characters. In particular, it focuses on the whole‐class oral reading and discussion of the Tennessee Williams' play A Streetcar Named Desire in an ethnically and linguistically diverse rural Canadian classroom, and the teacher's stylized
-
Issue Information Literacy (IF 1.158) Pub Date : 2020-09-11
No abstract is available for this article.
-
Learning to read: where should early childhood educators begin? Literacy (IF 1.158) Pub Date : 2020-08-27 Maria Nicholas, Elizabeth Rouse
Learning to read is a process that begins well before children commence formal schooling and well before children learn to decode print. Children's early reading skills are, first and foremost, foundationally contingent upon children's oral language and phonological awareness proficiencies – skills that can be mapped across a continuum of development from speech‐to‐print. Nine educators from Victoria
-
Shared reading as a practice for fostering early learning in an Early Childhood Education and Care centre: a naturalistic, comparative study of one infant's experiences with two educators Literacy (IF 1.158) Pub Date : 2020-06-23 Jane Torr
Early childhood educators are encouraged to read with infants, yet little is known about the educator–infant book‐focused interactions that occur in Early Childhood Education and Care (ECEC) centres. This study provides a systematic linguistic analysis of the naturally occurring interactions between one focal child Charlie (aged 21 months and 13 days) and two of his educators, as they each engaged
-
On the relational autonomy of materials: entanglements in maker literacies research Literacy (IF 1.158) Pub Date : 2020-06-20 Amélie Lemieux, Jennifer Rowsell
This article addresses key components of posthumanism and maker literacies by reporting on empirical data from two makerspace research sites. Using posthuman methodologies, we suggest practical considerations of the relational autonomy of materials through entanglements between humans, non‐humans and more‐than‐humans in makerspace classroom settings. We propose answers to the following research questions:
-
Issue Information Literacy (IF 1.158) Pub Date : 2020-05-10
No abstract is available for this article.
-
Hanging out in The Studio to challenge xenophobia: consolidating identities as community writers Literacy (IF 1.158) Pub Date : 2020-04-13 Osman Coban, Julie E. McAdam, Evelyn Arizpe
This article examines findings from a Scottish Social Innovation Fund project carried out in an after‐school club known as The Studio. Researchers worked alongside artists to engage young people situated within their communities to challenge xenophobic discourses through the creation of positive narratives developed through story and arts‐based activities. The work used the “deep hang out theory” to
-
Integrating new knowledge into everyday practices: teacher pedagogy in early grade literacy in rural Mozambique Literacy (IF 1.158) Pub Date : 2020-03-08 Jeongmin Lee, Nikhit D'sa, Stephanie Simmons Zuilkowski
Improving literacy outcomes in sub‐Saharan Africa is a central focus of national governments, donors and non‐governmental organisations alike, as evidenced by the inclusion of literacy as a target in the United Nations' Sustainable Development Goal 4. Though significant international development funding has been devoted to teacher training in the region, little evidence is available on how teachers
-
Issue Information Literacy (IF 1.158) Pub Date : 2020-01-22
No abstract is available for this article.
-
Making as worlding: young children composing change through speculative design Literacy (IF 1.158) Pub Date : 2019-12-23 Jon M. Wargo, Jasmine Alvarado
A pedagogical perspective for rendering ways of knowing, being and being known, making and the larger maker movement are shaping contemporary educational places, practices and discourses. Despite these advances, its intersection with early literacy and childhood education are nascent. Thinking with theories of multiliteracies and speculative design, this article puts forth a making as worlding analytic
-
A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers Literacy (IF 1.158) Pub Date : 2019-12-22 Tessa Daffern, Noella Maree Mackenzie
Spelling is a key transcription skill for writing. While little is understood about the particular challenges some students experience when learning to spell, explicit instruction is known to improve spelling performance. The study reported in this article draws on eight case studies from a larger Australian mixed‐methods study examining spelling acquisition, as represented by a stratified random sample
-
“We're Playing Sisters, on Paper!”: children composing on graphic playgrounds Literacy (IF 1.158) Pub Date : 2019-12-19 Anne Haas Dyson
In this paper, I draw on two childhood ethnographies to ask basic questions about the foundation of child writing. The first question is, where does writing come from in young children's lives? Answering this question will lead us to childhood play as the foundation of writing. The second question is, how do educators negotiate an inclusive, playful classroom culture in racially divisive and neoliberal
-
Making visible the literacy practices of elders through the day in the life methodology: considerations for literacy education across the lifespan Literacy (IF 1.158) Pub Date : 2019-12-17 Rachel Heydon, Roz Stooke, Catherine Ann Cameron, Emma Cooper, Susan O'Neill
This pilot study uses ‘day in the life' methodology to observe the everyday literacy practices of a self‐identified thriving elder. Through the case of one nonagenarian female residing in an assisted living community in the United States, we identified the multimodal, posthuman nature of this elder's literacies, exploring how they were connected to a sense of well‐being and the types of literacies
-
Literacy learning as cruelly optimistic: recovering possible lost futures through transmedial storytelling Literacy (IF 1.158) Pub Date : 2019-12-11 Bessie P. Dernikos, Jaye Johnson Thiel
In this article, we “think with” theories of affect and transmedial storytelling to explore the cruel optimism that standardised reading pedagogies (e.g. read alouds; leveled readers/independent reading) can produce for readers. We draw on particular moments in a first grade classroom to argue that such pedagogies transmit “normalizing” affects that promise upward mobility, college and career readiness/success
-
Issue Information Literacy (IF 1.158) Pub Date : 2019-11-15
No abstract is available for this article.
-
What might readers want? Unexpected responses from Malaysian Literature in English students and suggestions of potentiality in text selection Literacy (IF 1.158) Pub Date : 2019-11-10 Jia Wei Lim
This article is based on the premise that mandated reading in literature classrooms may be perceived as an imposition and disliked by students. Attempts to address that scenario have suggested that text selection should be given more consideration to promote reading engagement, particularly by choosing texts which are familiar to the lifeworlds of students. Aside from ideas of familiarity and student
-
Issue Information Literacy (IF 1.158) Pub Date : 2019-09-13
No abstract is available for this article.
-
Teachers as writers: learning together with others Literacy (IF 1.158) Pub Date : 2019-09-02 Teresa Cremin, Debra Myhill, Ian Eyres, Tricia Nash, Antony Wilson, Lucy Oliver
In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching
-
Access to local books: the effects of Read Malawi from a children's rights perspective Literacy (IF 1.158) Pub Date : 2019-08-14 Jaran Shin, Misty Sailors, Nicola McClung, James V. Hoffman, P. David Pearson, Davie Kaambankadzanja, Liveness Mwale
Children in low‐income, postcolonial countries such as Malawi have few opportunities with quality reading materials that promote independence as readers. In this study, we argue that access to locally produced text relevant to linguistic and cultural contexts is a fundamental human right for children throughout the world. Situating this study within the intersection of research on children's rights
-
Literacies across sponsorscapes: mobilising notions of literacy sponsorship Literacy (IF 1.158) Pub Date : 2019-07-25 Anna Smith, Autumn J. West, Sarah J. McCarthey
Building from the concept ‘sponsors of literacy', the authors revisit three empirical studies to argue for mobilising notions of sponsorship beyond fixed conceptions of individual sponsors and literacy to lifewide perspectives that take into account sponsoring relations across the broader learning lives of youth. The authors take up the theoretical heuristic ‘sponsorscapes' as a lens for attending
-
Learning the words AND knowing the concepts: an in‐depth study of one expert teacher's use of language as a cultural tool to support inquiry Literacy (IF 1.158) Pub Date : 2019-06-19 Emily Hayden, Michelle Eades Baird, Anupma Singh
This research explored the practices of one science teacher, expert in her field, as she worked to enact science discourse that incorporated language in naturalistic and rigorous ways. Difficulties in mastering the language of science contribute to troubling and persistent achievement gaps across demographic and gender groups. Science learning is based in discourse, with knowledge built by asking questions
-
Using picture books to develop critical visual literacy in primary schools: challenges of a dialogic approach Literacy (IF 1.158) Pub Date : 2019-06-07 Uta Papen
This paper presents findings from a collaborative project on critical visual literacy in primary schools. In the project, we (a researcher and a teacher) implemented a series of picture book discussions with children in years 5 and 6. Our first aim was to develop the children's ability to analyse the visual images in picture books and how authors/illustrators use these, together with writing, to communicate
-
Issue Information Literacy (IF 1.158) Pub Date : 2019-05-22
No abstract is available for this article.
-
Slow looking: “reading picturebooks takes time” Literacy (IF 1.158) Pub Date : 2019-05-03 Sylvia Pantaleo
One of the main purposes of the classroom‐based research featured in this article was to develop 9‐year‐old students' visual meaning‐making skills and competences by focusing specifically on elements of visual art and design in picturebooks. The complexity of the picturebook format requires and rewards slow looking by readers/viewers. However, students need to receive instruction about and have opportunities
-
School libraries fostering children's literacy and literature learning: mitigating the barriers Literacy (IF 1.158) Pub Date : 2019-03-21 Margaret K. Merga
While qualified school librarians can have a positive influence on children's literacy attainment, very little consideration is given to the educative role of librarians in schools. Lack of attention on these librarians' educative capacity may be due to a devaluing of the educational contribution of school librarians, and it can be argued that school libraries are poorly valued in current times, as
-
Literacy teaching in disadvantaged South African schools Literacy (IF 1.158) Pub Date : 2019-03-10 Rajendra Chetty
This article analyses the experiences of teachers of literacy working in underprivileged communities in the Western Cape, South Africa. The purpose is to provide teachers in poorly resourced schools within economically deprived areas an opportunity to voice their experiences of teaching literacy. The article is based on an empirical study using interviews and classroom observation with a sample of
-
Listening to the voices of children: an illuminative evaluation of the teaching of early reading in the light of the phonics screening check Literacy (IF 1.158) Pub Date : 2019-03-10 Jane Carter
The phonics screening check (PSC) was introduced in England in 2012 for children in Year 1. There have been criticisms in relation to its reliability and appropriateness as an assessment tool for early reading although supporters of the PSC see it as a valuable tool in securing progress in reading. The DfE‐funded evaluation concluded, however, that it “did not find any evidence of improvements in pupils'
-
#poetryisnotdead: understanding Instagram poetry within a transliteracies framework Literacy (IF 1.158) Pub Date : 2019-03-10 Kate Kovalik, Jen Scott Curwood
Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy
-
Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers Literacy (IF 1.158) Pub Date : 2019-02-17 Helen Hendry
Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify to teach. Although there is a range of literature about initial teacher education, little is documented about how pre‐service or ‘student' teachers develop specific knowledge and practices for teaching early reading and how they apply
-
“The very ugly duckling” meets Minecraft: identity work and interpretive competence Literacy (IF 1.158) Pub Date : 2019-02-17 Sue Wilson, Jennifer Rennie
Picturebook discussions are commonplace literacy events in contemporary classrooms. The different experiences, backgrounds and ways of being that individual students draw upon during talk around texts prompt a broad range of ways to make, negotiate and share meanings. In addition to developing students' literacy skills such as oral language, vocabulary and comprehension, these discussions have been
-
Adolescents' Agentic Work on Developing Personal Pedagogies on Social Media Literacy (IF 1.158) Pub Date : 2019-02-14 Lynde Tan, Beaumie Kim
While current research points out that young people are developing emerging culture of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy. Research on young people's online participatory culture continues to suggest that social media offer affinity spaces where extensive knowledge is acquired
-
Portrait of the student as a young writer: some student survey findings about attitudes to writing and self‐efficacy as writers Literacy (IF 1.158) Pub Date : 2019-01-24 Murray Gadd, Judy M. Parr, James Robertson, Lliam Carran, Zeba Ali, Linda Gendall, Kate Watson
This New Zealand‐based article reports on an analysis of data gathered over two years from upper primary school students on their attitudes to writing and writing instruction and their beliefs about their self‐efficacy as developing writers. Responses from 449 students in five diverse schools are included. Through an online survey administered at the beginning and end of each of the two years, students
-
Children with autism and picture books: extending the reading experiences of autistic learners of primary age Literacy (IF 1.158) Pub Date : 2019-01-20 Rosa Tabernero, Virginia Calvo
Autistic learners master visual and spatial abilities; they use visual language to organise, understand and give meaning to the world. Although they might struggle with verbal skills, they have an associative way of thinking. Taking into consideration the characteristics of seven autistic pupils, the aim of this paper was to identify the potential of picture books in relation to autistic readers in
-
Systematic review of young children's writing on screen: what do we know and what do we need to know Literacy (IF 1.158) Pub Date : 2019-01-20 Natalia Kucirkova, Deborah Wells Rowe, Lucy Oliver, Laura E. Piestrzynski
Writing is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary
-
Stories of becoming: implications of future‐oriented theories for a vital literacy education Literacy (IF 1.158) Pub Date : 2019-01-18 Patricia Enciso
Drawing on a multi‐year qualitative study of immigrant and non‐immigrant youth storytelling, I describe youth's imaginative labour as they constructed and moved into one another's worlds. I argue that although multicultural literature is vital for affirming and expanding youth perspectives on their own and others' worlds, the publishing industry lags behind the immediate needs of immigrant youth to
-
Storytelling in troubled times: what is the role for educators in the deep crises of the 21st century? Literacy (IF 1.158) Pub Date : 2019-01-18 Keri Facer
This essay examines the role of educators in the tangled economic, social, environmental and technological crises of the present time. It argues that a central purpose of education in this period is to support students to imagine and make liveable futures on their own terms. To do this, the paper proposes that the colonizing, optimizing and catastrophic stories that dominate accounts of the relationship
-
Teacher–writer–crafter–maker: an exploration of how making mattered for one writing teacher Literacy (IF 1.158) Pub Date : 2019-01-17 Rebecca Woodard
This qualitative case study documents a secondary English teacher's making, writing and teaching. The focal teacher engaged in diverse making practices – including composing, crafting and digital fabrication. She also participated in a National Writing Project (NWP) Summer Institute that focused on both teacher writing and digital composing. Data include observations at this NWP Project Summer Institute
-
Child‐directed Dramatic Play as Identity Text in Northern Canadian Indigenous Kindergarten Classrooms Literacy (IF 1.158) Pub Date : 2018-12-21 Shelley Stagg Peterson, Laura Horton
In this paper, an Anishnaabe educator and university researcher/former primary teacher make a case for viewing children's dramatic play as multimodal identity texts. Indigenous children in our research study take up an agentic role and construct positive identities in dramatic play, creating narratives that reflect Indigenous cultural practices, as well as some practices of mainstream Canadian society
-
Making the simple more complex: the influence of job‐embedded professional development in supporting teacher expertise in reading Literacy (IF 1.158) Pub Date : 2018-12-19 Danielle Dennis, Chris Hemmings
This paper explores how job‐embedded professional development supported a Year 1 teacher as he enacted his growing expertise in the teaching of guided reading. By analysing coaching conversations focussed on the teacher's guided reading practices, we studied the way his teaching developed over a 7‐month period. Our findings suggest the teacher gained deeper understandings in the domain of reading,
-
Grammar Policy and Pedagogy from Primary to Secondary School Literacy (IF 1.158) Pub Date : 2018-12-11 Ian Cushing
Grammar is a key focus of current UK national curriculum policy, at both primary and secondary school level. But grammar policy across these levels is incongruous: at primary level, policy is largely prescriptive, framing language as a system of constraints and rules, whereas at secondary level, policy is much more geared towards descriptive, functional linguistics. Using data acquired from a survey
-
The Teaching Focus of Adult‐Reading Teachers When Developing Word Reading Skills Literacy (IF 1.158) Pub Date : 2018-12-04 Janet McHardy, Elaine Chapman
Despite widescale literacy interventions, reading difficulties persist in the adult population. Results from international surveys report that millions of adults around the world remain unable to read the texts they require for daily life and work. Adult reading difficulties are diverse and under‐researched, and adult‐reading teachers are generally underprepared to build reading skills, particularly
-
Exploring urban print environments: a comparative study across San Antonio and Santiago and implications for early childhood literacy practices Literacy (IF 1.158) Pub Date : 2018-10-10 Misty Sailors, Pelusa Orellana, Rebecca Stortz, Teresa Sellers
In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political
-
Transformation of text in the English classroom: does ‘context’ really matter? Literacy (IF 1.158) Pub Date : 2018-10-09 Erika Matruglio, Emma Vale
This paper investigates the language demands of creating texts in the English classroom, which involve transformations in context. In particular, it focuses on the tensions inherent in tasks which require more traditional textual analysis to be presented in ways other than traditional ‘essay’ format. These tasks are interpreted differently by students and can result in texts which vary in terms of
-
The enactment of literacy curriculum policy by early childhood teachers in two Australian schools Literacy (IF 1.158) Pub Date : 2018-10-09 Tamara Bromley, Grace Oakley, Lesley Vidovich
Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy
-
Promoting NQT linguistic awareness of dialogic teaching practices: a dialogic model of professional development Literacy (IF 1.158) Pub Date : 2018-09-28 Carole Bignell
This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional discussion and analysis of periodic video recordings of talk
-
Teachers' attitudes toward and frequency of engagement in reading aloud in the primary classroom Literacy (IF 1.158) Pub Date : 2018-09-07 Margaret Kristin Merga, Susan Ledger
Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study
-
Issue Information Literacy (IF 1.158) Pub Date : 2018-05-08
No abstract is available for this article.
-
Collaborative writing with young people with disabilities: raising new questions of authorship and agency Literacy (IF 1.158) Pub Date : 2018-05-01 Candice Satchwell
How an author communicates with a reader is a central consideration in the critical examination of any text. When considering the communication of ideas from young people whose voices are seldom heard, the journey from author to audience has particular significance. The construction of children and young people as ‘authors’ is important, especially for those with learning difficulties or who struggle
-
Readers in the round: children's holistic engagements with texts Literacy (IF 1.158) Pub Date : 2018-04-20 Becky Parry, Lucy Taylor
In this paper, we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains less well understood is the relationship between the array of texts children engage with and the texts they subsequently create. A focus on “Reading for
Contents have been reproduced by permission of the publishers.