Description : This book documents a qualitative study involving various groups of teacher education students and practicing teachers. The study encompassed learners' multiple languages and recognized ways that multiple knowledge sources, identities, and language forms can contribute to the formation of new relationships, new knowledge, and new meanings. Integrating all the traditional content areas of study, the arts, and new forms of cross-disciplinary ways of knowing, a curriculum is framed around critical literacy, with its underlying elements of participation by all, respect for multiple sources of knowledge, and the responsibility of transformative action. The book uses illustrative case studies to present the research involved, and to identify the aspects of critical theory and the themes and implications that emerged from this participatory, learner-driven curriculum.
Description : What do new technologies and new forms of communication mean for young children growing up in the 21st century? How are they shaping the mindsets, identities and practices which impact their lives at home and at school? This book explores the intersection of technology and critical literacy, specifically addressing what ICTs afford critical literacy work with young children between ages three to eight. Inviting readers to enter classrooms where both technology and critical literacies are woven into childhood curricula and teaching, it brings together literacy, social studies, and science in critical and integrated ways. Real-world stories show the sights and sounds of children engaged with technology in the classroom and beyond. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers. Pedagogical features in each chapter engage readers in making connections to their own teaching situations. NCATE standards for including technology as an essential part of teacher education programs are addressed. While acknowledging how individual children employ ICT, the focus is on how new technologies can be positioned in early childhood learning communities as tools for engaging in more meaningful, authentic, and interesting learning.
Description : This book shares the author’s transformative journey as a literacy teacher/researcher examining her experience as a White, middle-class female. Kuby argues that it is not enough for teachers to implement curricula and pedagogical strategies designed to foster inclusiveness. Instead, teachers must look inward, questioning their personal histories, biases, and beliefs in order to develop better self-awareness. In this book, Kuby reflects on how her self-interrogation shaped her interactions with 5- and 6-year-olds and influenced her critical literacy teaching. “If we wish to create an enlightened citizenry, critical literacy needs to begin on the very first day of the first year of schooling.” —Jerome C. Harste, professor emeritus, Indiana University “What Candace shows us is that critical literacy is for all children and that critical literacies are ways of being that cut across time and space and move beyond the four walls of the classroom and beyond the ‘regular’ school year.” —From the Foreword by Vivian M. Vasquez, American University, Washington DC “In this very thought-provoking book, Candace Kuby uses both her own struggle with White privilege, and that of her students, to demonstrate the importance of cultivating critical consciousness through and in literacy even with those who are very young. Equity and justice for all can only be attained by practicing critical pedagogy for and with all children.” —Gaile Cannella, School of Social Transformation, Arizona State University
Description : Critical literacy encourages young children to interrogate what they read and to use language as a way to question inequalities and oppression. This literacy framework also supports learners to become agents of change who take action towards social justice in order to build an egalitarian society. This study explored the beliefs of a group of five early childhood teachers working at a bilingual school regarding the use of critical literacy in their classrooms. It also examined if their beliefs about critical literacy influence their current teaching practices. The following research questions were explored: 1) To what extent do teachers' personal and professional stories, related to literacy learning and teaching, shape their beliefs about critical literacy in early childhood classrooms? 2) What are participants' beliefs about using critical literacy as a teaching approach in early childhood? 3) To what extent do participants' beliefs about critical literacy influence their current teaching practices as early childhood teachers? To explore the research questions, participants were asked to write a literacy autobiography and then were interviewed by the researcher. The analysis of data was examined using a retelling approach in narrative research. The findings of this study imply that participants' personal and professional experiences have influenced their beliefs about critical literacy as well as their current teaching practices. Participants' narratives reveal that all of them agree on using critical literacy in early childhood. However, the data showed that three of the five participants have concerns about using this literacy framework in the context they are currently teaching in. Finally, the findings imply that participants' beliefs about critical literacy influence their current teaching practices. According to the data from participants' narratives, they do not apply critical literacy as a teaching framework with fidelity. These findings have implications for the field of early childhood literacy education, social justice education during the first years of schooling, and early childhood teacher preparation programs.
Description : "Problem-posing with Multicultural Children's Literature" documents an ongoing qualitative study of early childhood teachers using a problem-posing method with multicultural children's literature. Grounded in critical theory, the text has been written for use in upper-division undergraduate- and graduate-level classes that study infants, toddlers, preschoolers, kindergartners, and students in grades one and two. The book uses examples from both early childhood and elementary teacher education students, and practicing teachers' work as they study critical literacy, multicultural children's literature, and integrated early childhood curriculum. This structure provides insights into guided research in child development, cultural and linguistic contexts, learning theory, strategies for teaching young children, family advocacy, and all related aspects of early childhood teacher education as the learners move through the activities.
Description : Vivian Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The stra
Description : "This volume examines early literacy research on a global scale and puts social, cultural, and historical analyses in the front seat--without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative, and should help literacy researchers to think differently about the field." --Marjorie Faulstich Orellana, School of Education and Social Policy, Northwestern University "No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource that promises to become a landmark text." --Eve Bearne, University of Cambridge, Faculty of Education, U.K. "This handbook brings together an astonishing array of writers who explore contemporary political, cultural, and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies. . . It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy." --Elsa Auerbach, Professor of English, University of Massachusetts, Boston "This book is unique in its broad consideration of topics and its global focus . . . I particularly appreciate how the editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest--critical literacy and popular culture." --Diane Barone, University of Nevada, Reno In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.
Description : Mandates to implement practices that are antithetical to what we embrace as supportive of young children’s literacy learning are pervasive. Teachers of young children are asked to teachtothe test in ways that take away opportunities for holistic, thoughtful, playoriented practices that allow children to construct knowledge through contextualized and purposeful experiences. In 2009 the Early Childhood Assembly was formed by a group of early childhood educators to provide a home at the National Council for Teacher of English for all who work with young children. Perspectives and Provocations in Early Childhood Education is a publication of the ECEA. The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organization advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.