Multicultural Views of Literacy Learning and Teaching

2014 ◽  
pp. 131-152
Keyword(s):  
Literacy Learning ◽  
Learning And Teaching

Literacy, Learning and Teaching

1998 ◽  
Vol 50 (2) ◽  
pp. 115-134 ◽  
Author(s):  
Paul Richardson
Keyword(s):  
Literacy Learning ◽  
Learning And Teaching

scholarly journals Assessing Multiliteracies: Mismatches and Opportunities

2014 ◽  
Vol 16 (1) ◽  
pp. 1 ◽  
Author(s):  
Maria Jose Botelho ◽  
Julie Kerekes ◽  
Eunice Eunhee Jang ◽  
Shelley Stagg Peterson
Keyword(s):  
Knowledge Construction ◽  
Literacy Learning ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Literacy Teaching ◽  
Theoretical Approaches

While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment.  In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts.

Early literacy research, 2006–2015: A decade of measured progress

2018 ◽  
Vol 20 (2) ◽  
pp. 169-222 ◽  
Author(s):  
William H Teale ◽  
Colleen E Whittingham ◽  
Emily Brown Hoffman
Keyword(s):  
Early Literacy ◽  
Emergent Literacy ◽  
Reading Fluency ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Learning ◽  
Learning And Teaching ◽  
Early Literacy Development ◽  
Grade 3 ◽  
Literacy Research

This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

The Stories We Share: Using Narrative Assessment to Build Communities of Literacy Participants in early Childhood Centres

2006 ◽  
Vol 31 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Ann Hatherly
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Literacy Learning ◽  
Assessment For Learning ◽  
Assessment Practices ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Narrative Assessment ◽  
Literacy Learners ◽  
Te Whāriki

As the documented assessment of children becomes a taken-for-granted function of ‘what teachers do’, concerns are rightly raised about the time involved and the usefulness of this to enhance learning and teaching. This article draws on data collected as part of the development of Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of Te Whāriki. It tells the story—the author's story—of the ways in which documented assessment using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.

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