Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning

2019 ◽  
Vol 48 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Sheryl V. Taylor ◽  
Cynthia B. Leung
Keyword(s):  
Social Interaction ◽  
Literacy Learning ◽  
Multimodal Literacy ◽  
Children's Literacy

What teachers can learn from parents' perceptions of young children's literacy learning

1992 ◽  
Vol 20 (2) ◽  
pp. 19-24
Author(s):  
Stevie Hoffman ◽  
Larry Kantner
Keyword(s):  
Literacy Learning ◽  
Children's Literacy

scholarly journals Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017 ◽  
Vol 19 (1) ◽  
pp. 4 ◽  
Author(s):  
Xiaoxiao Du
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Heritage Language ◽  
Literacy Learning ◽  
Daily Basis ◽  
Knowledge Mobilization ◽  
Heritage Language Learning ◽  
Children's Literacy ◽  
And Migration

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

Cohesion strategies and genre in expository prose: An analysis of the writing of children of ethnolinguistic cultural groups

Pragmatics ◽  
1995 ◽  
Vol 5 (3) ◽  
pp. 299-324
Author(s):  
Helen R. Abadiano
Keyword(s):  
Sixth Grade ◽  
Literacy Learning ◽  
The United States ◽  
Cultural Groups ◽  
Literacy Practice ◽  
Expository Prose ◽  
Children's Literacy ◽  
Classroom Literacy ◽  
Mainstream Culture

In most societies the ability to write has become a significant criterion in judging one's "success or "failure" in becoming literate. This paper focuses on the classroom literacy practice called "writing," inasmuch as learning to write in a specific kind of way is part and parcel of children's literacy learning expectations. It is based on a study which examined cohesion patterns found in expository writing samples of sixth grade urban African American, urban Appalachian, and mainstream culture children attending a middle school in a large midwestern urban school system in the United States. This paper challenges the prevailing notion that ethnicity, social class and language variation influence the quality of writing these children produce.

scholarly journals Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841986934 ◽  
Author(s):  
X. Christine Wang ◽  
Tanya Christ ◽  
Ming Ming Chiu ◽  
Ekaterina Strekalova-Hughes
Keyword(s):  
Response Analysis ◽  
Multimodal Literacy ◽  
Reading Behaviors ◽  
Cd Rom ◽  
Buddy Reading ◽  
Mixed Response ◽  
Print Books ◽  
Children's Literacy ◽  
The Relationship ◽  
Individual Reading

Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.

Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS

2001 ◽  
Vol 71 (2) ◽  
pp. 296-310 ◽  
Author(s):  
Sarah Beck
Keyword(s):  
Social Interaction ◽  
Communities Of Practice ◽  
Collaborative Inquiry ◽  
Literacy Learning ◽  
Inquiry Based Learning ◽  
How People Learn ◽  
Multicultural Classrooms ◽  
Constructing Meaning ◽  
City Schools ◽  
Literacy Research

Studies of cognition in education continue to suggest that learners acquire and internalize knowledge through social interaction with others. A term often used to describe this model of knowledge acquisition is inquiry, as in "inquiry-based learning." This model assumes that knowledge results from a process of constructing answers to questions about which learners are genuinely curious and in which they have some personal or professional investment. Two recent books from prominent literacy researchers illustrate the value of inquiry as an analytic approach to understanding how people learn about literacy. Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, edited by Carol Lee and Peter Smagorinsky, expands upon and illustrates the theories of the Soviet psychologist Lev Vygotsky through analysis of literacy learning and literacy research in communities of practice.

scholarly journals Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices

2017 ◽  
Vol 7 (1) ◽  
pp. 283
Author(s):  
Fatima Al-Maadadi ◽  
Fathi Ihmeideh ◽  
Maryam Al-Falasi ◽  
Chris Coughlin ◽  
Tamader Al-Thani
Keyword(s):  
Early Literacy ◽  
Family Literacy ◽  
Literacy Learning ◽  
Literacy Programs ◽  
Strong Positive Correlation ◽  
The Family ◽  
Family Literacy Programs ◽  
Children's Literacy ◽  
Teachers And Parents

The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.

Sign in / Sign up

Export Citation Format

Share Document