Multiliteracies and Early Years Innovation最新文献

Multiliteracies pedagogy promoting young children's ecological literacy on climate change 多元素养教学法促进幼儿对气候变化的生态素养

Multiliteracies and Early Years Innovation Pub Date : 2019-09-27 DOI: 10.4324/9780429432668-6

C. Wong, K. Kumpulainen

引用次数: 1

Making the Moomins 制作姆明乐队

Multiliteracies and Early Years Innovation Pub Date : 2019-09-12 DOI: 10.4324/9780429432668-8

J. Marsh, Alexandra Nordström, Heidi Sairanen, Minna A. I. Shkul

引用次数: 1

Positive affect in young children's multiliteracies learning endeavors 幼儿多元语文学习的积极影响

Multiliteracies and Early Years Innovation Pub Date : 2019-09-12 DOI: 10.4324/9780429432668-10

Alexandra Nordström, K. Kumpulainen, J. Potter

{"title":"Positive affect in young children's multiliteracies learning endeavors","authors":"Alexandra Nordström, K. Kumpulainen, J. Potter","doi":"10.4324/9780429432668-10","DOIUrl":"https://doi.org/10.4324/9780429432668-10","url":null,"abstract":"This chapter focuses on the processes and conditions for the emergence of positive affect during children’s multiliteracies learning endeavours in a Finnish pre-primary school which culminated in an exhibition at a local library. It identifies three thematic categories of activity which correlated strongly with positive, affective outcomes, namely: making and producing, sharing experiences and sustaining interest. The chapter demonstrates how positive affect is evoked when children are afforded opportunities to create, make, and share different texts and interests in the course of their multimodal, multisensory and playful activities, developing skills and dispositions of competence, relatedness and agency. Introduction According to the World Happiness Report (2018), Finland is the happiest country in the world. Finland is also ranked as the world’s most literate nation with active use of public libraries (Miller & McKenna, 2016). So why are we dedicating this chapter to considering enjoyment in children’s literacy learning in a Finnish classroom? Aren’t children in Finland already happy and well supported to become literate? In the midst of flattering international news about the Finnish nation and its universal public services and accomplishments, there is a growing concern in Finland about children’s and young people’s declining interest in print-based literacy, as well as the widening variation in young people’s reading habits and multiliteracies skills (Mullis et al., 2017; PIRLS, 2016, see also the Introduction to this volume). To tackle these challenges, a National Literacy Forum","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"472 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133670164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Early years teachers' work and play with multiliteracies 幼儿教师的工作和游戏的多元素养

Multiliteracies and Early Years Innovation Pub Date : 2019-09-10 DOI: 10.4324/9780429432668-2

L. Kervin, B. Comber

引用次数: 1

In transition to school 在向学校过渡的时候

Multiliteracies and Early Years Innovation Pub Date : 2019-09-10 DOI: 10.4324/9780429432668-9

O. Erstad

引用次数: 0

Conceptualizing and recontextualizing child and teacher multiliteracy goals in digital video production 数字视频制作中儿童和教师多元素养目标的概念化和重新语境化

Multiliteracies and Early Years Innovation Pub Date : 2019-09-10 DOI: 10.4324/9780429432668-4

J. Pandya

引用次数: 0

Finding a space for a theory of multiliteracies 为多元读写理论寻找空间

Multiliteracies and Early Years Innovation Pub Date : 2019-09-10 DOI: 10.4324/9780429432668-7

R. Willett

引用次数: 0

Promoting young children's scientific literacy as a dynamic practice 促进幼儿科学素养的动态实践

Multiliteracies and Early Years Innovation Pub Date : 2019-09-01 DOI: 10.4324/9780429432668-5

Jenni Vartiainen, K. Kumpulainen

引用次数: 2

Finnish teachers making sense of and promoting multiliteracies in early years education 芬兰教师在早期教育中理解和促进多元读写

Multiliteracies and Early Years Innovation Pub Date : 1900-01-01 DOI: 10.4324/9780429432668-3

Heidi Sairanen, J. Kangas, Sara Sintonen

{"title":"Finnish teachers making sense of and promoting multiliteracies in early years education","authors":"Heidi Sairanen, J. Kangas, Sara Sintonen","doi":"10.4324/9780429432668-3","DOIUrl":"https://doi.org/10.4324/9780429432668-3","url":null,"abstract":"In this chapter we explore how Finnish early years teachers use and make sense of the materials developed by the MOI program for promoting young children’s multiliteracies. In specific, the chapter focuses on the teachers’ use of Whisper of the Spirit which consist of open source, open ended, and non-prescriptive activity cards. All of the four teachers were chosen for this study because of their interest in development of multiliteracies pedagogy. In our chapter, we ask how do these teachers promote children’s multiliteracy learning through versatile play, digital production and multimodal practices through the MOI-material and how is the use of the MOI-material adapted by teachers in local contexts. In this respect, we hence look into the teachers’ agency in designing and conducting multiliteracy pedagogy, which we consider to be connected to autonomy, one of the four key elements of the Finnish teacher profession, and through that in transformative agency which emerged in the teachers’ narrations. The chapter is structured around four teachers’ semi-structured interviews and shows how the teachers made sense of the MOI-material in their efforts to promote young children’s multiliteracies, and how they applied the materials in their teaching in local contexts. Opportunities and challenges will be identified and discussed.","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"10 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131704076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Children's Minecraft multiliteracy practices and learning through peer pedagogies 《我的世界》儿童多元读写实践和同伴教学法学习

Multiliteracies and Early Years Innovation Pub Date : 1900-01-01 DOI: 10.4324/9780429432668-11

M. Dezuanni

{"title":"Children's Minecraft multiliteracy practices and learning through peer pedagogies","authors":"M. Dezuanni","doi":"10.4324/9780429432668-11","DOIUrl":"https://doi.org/10.4324/9780429432668-11","url":null,"abstract":"This chapter discusses the multi literacy practices children undertake when participating in the digital game Mine craft, and through watching YouTube Let’s Play videos in which other players commentate their own game play. Peer pedagogies is introduced as a way to explain how knowledge is exchanged through these multi literacy practices. The chapter brings together three related ideas: (1) Mine craft is a digital platform for the production of content that is circulated on other digital platforms, particularly YouTube, by social media entertainers like Let’s Players; (2) the relationship between Let’s Players and their fans is one in which there is less social distance than in formal pedagogical relationships, enabling forms of peer pedagogy to emerge; and (3) peer pedagogies provide the conditions for the circulation of Mine craft designs and for redesign practices. The chapter discusses YouTube Let’s Player Grian, a mid-twenties male British You Tuber. Analysis of one of his more popular videos is presented, “5 Easy Steps to Improve Your Mine craft House”, to illustrate how Grian offers a peer pedagogic relationship to his viewers through specific forms of classification of content and through framing the interaction in a manner that remains authentic to his fans. The chapter concludes by asking if formal education systems are willing to accept the value of learning through peer pedagogies and multi literacies practices on digital platforms.","PeriodicalId":359399,"journal":{"name":"Multiliteracies and Early Years Innovation","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128383060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4