Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

Autor/in	Larson, Joanne
Titel	Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School
Quelle	In: Theory Into Practice, 45 (2006) 4, S.319-329 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1207/s15430421tip4504_5
Schlagwörter	Early Childhood Education; Curriculum Development; Emergent Literacy; Educational Practices; Change Strategies; Teaching Methods; Elementary Schools; Persuasive Discourse; Concept Formation + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Frühleseunterricht; Bildungspraxis; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule; Persuasion; Persuasive Kommunikation; Concept learning; Begriffsbildung
Abstract	This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond schools, literacy and social justice, and assessment, the article grounds the theoretical claims in examples of classroom practice. The article closes with the argument that by shifting the focus of the teaching and learning of literacy from an autonomous model to include a multiple literacies perspective, we can construct authentic spaces for learning that prepare students for equitable participation in a global communication and information economy. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10