Journal of Early Childhood Literacy最新文献

{"title":"Centering Black women’s ways of knowing: A review of critical literacies research in early childhood","authors":"Francheska D. Starks","doi":"10.1177/14687984221121156","DOIUrl":"https://doi.org/10.1177/14687984221121156","url":null,"abstract":"In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker’s (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research. Similarly, I analyze the affordances of Pro-Black and marginalized theories in critical literacies research, such as Black Feminist Thought (Collins, 2002), for understanding and expanding how we attend to positionality in early literacy educational research. Grounded in Black Feminist theories (Collins, 2002) and methodologies (Evans-Winters, 2019) as well my own positionality as a Black woman, this article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black research in early literacy education. In so doing, I aim to broaden the ways that a historically praxis-oriented body of research in early childhood and elementary education, critical literacies research, is theorized and enacted by integrating more thoroughly Black women’s ways of knowing. I explore how to leverage our individual and combined perspectives, which are grounded in our rich history of resistance and thriving in the face of adversity, to produce knowledge and literacy practices useful for justice-oriented education. Through an analysis of academic literature related to critical literacies research and Black women educators in early childhood and elementary education, I address the question: How are Black women’s ways of knowing integrated in early childhood and elementary critical literacies research with participants who are Black women educators? I offer a sense of the extent to which Black women educators’ ways of knowing are associated with the term critical literacy and also identify fruitful strategies that critical literacies researchers can use to integrate Black women’s ways of knowing into the knowledge base and practices of critical literacies in early literacy research. Some strategies include integrating Black women educators' emotions and spiritual knowledge into the research and co-researching w","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"335 - 356"},"PeriodicalIF":1.6,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42147872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“They never told us that Black is beautiful”: Fostering Black joy and Pro-Blackness pedagogies in early childhood classrooms","authors":"Michelle Grace Williams","doi":"10.1177/14687984221121163","DOIUrl":"https://doi.org/10.1177/14687984221121163","url":null,"abstract":"Black Art in various forms has long been used by people in the African Diaspora to promote Black joy and Pro-Blackness yet it is often not included in language and literacy early childhood pedagogies to uplift Black children in North American schools. Likewise, many anti-racist early childhood research studies focus on the challenges faced by Black people with little emphasis on Black joy and Pro-Black narratives and the ways they are central to our psychic preservation and survival in the fight against anti-Black racism (Dunn D and Love B, 2020; Ladson-Billings, 2019b). As a child, Nina Simone’s Young Gifted and Black song lyrics rang true as the source of my Black joy was knowing the brilliance of Black people and being proud of our resistance to anti-Black racism. Growing up in the Jamaican context I heard the reggae version of her song rendered by Reggae artistes Marcia Griffiths and Bob Marley also Pro-Black advocates who contributed to my racial pride. Contemporary Jamaican Reggae artists like Chronixx with his song Black is Beautiful continue to promote these racial affirming messages. In this article, I focus on ways teachers can learn to promote Black Joy and Pro-Blackness in the early years as I introduce the notion of an African Diaspora Racial Literacy pedagogy that celebrates and fosters racial pride using Black music and poetry. By coining African Diaspora Racial Literacy, I refer to an instructional approach that draws from positive affirming racial messages from the African Diaspora to promote Black joy and racial pride, raise children’s critical consciousness, and prepare children to be able to take action against anti-Black racism. Through the lenses of Pro-Black Jamaican Intellectual Thought, critical race, Black Feminist, and decolonizing perspectives, I explore Jamaican Black Art literacies (e.g. song and poetry) and provide recommendations for teachers of children of African descent that center Black joy and Pro-Blackness as resistance to anti-Black racism in early childhood pedagogy and practice.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"22 1","pages":"357 - 382"},"PeriodicalIF":1.6,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48446478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"@Home collective(ly): Opening doors and doing books with literacy-cast","authors":"Christy Wessel‐Powell, Beth A. Buchholz, Jason D. DeHart, Elizabeth M. Frye, Devery Ward, Sarah M. Vander Zanden, Elizabeth Campbell","doi":"10.1177/14687984221118475","DOIUrl":"https://doi.org/10.1177/14687984221118475","url":null,"abstract":"Although isolating, lockdown also created unexpected opportunities for connection and inspiration. This article describes the lockdown literacies of a sibling pair, Marco and Mara, as they wrote digital texts/books for Literacy-Cast, a virtual, interactive literacy space offered by Appalachian State University from March 2020-present. Since lockdown began, this virtual space has been enacted 4-5 days weekly with 70-250 participants logging in from “home” to co-construct a multigenerational, multilingual, geographically-dispersed community engaged in reading, writing/composing, making, speaking, and listening. Literacy-Cast was imagined, built, and enacted collaboratively among faculty, laboratory school teachers, graduate-level teacher candidates, and children (and families) in grades K-5. We hear a lot about the limitations of virtual classrooms/learning (e.g., COVID “learning loss,” lack of engagement, unequal access), particularly in relation to historically marginalized communities, but rarely are we offered counter-narratives: examples where young children who live and go to school in these communities shaped the creation of new virtual spaces/places by making visible meaningful “at home” literacy/language practices, cultural artifacts, and people. Through invitations embedded in the multimodal texts/books shared on Literacy-Cast’s digital bookshelf, children brought the community into their homes–bedrooms, kitchens, backyards, back porches, and backseats, reframing “home visits'' as sites/events for new kinds of community knowledge production. Research about home visits, educators visiting students’ homes to learn about children’s lives, has documented the impact of home environment awareness on school interactions, improved relationships between caregivers and teachers, typically focused on intervention supporting school-based achievement and school practices, often with unidirectional flow from school-to-home; however we conceptualize Literacy-Cast’s daily activity as multidirectional “home visits,” where invitations to come over and play, read, and write together brokered relationships and strengthened a gamut of literacy practices for all participants. Through collaborative ethnography, we explore ways “home” (e.g., objects/people/practices/languages/events) became tools/co-authors for children’s digital composing/making and, ultimately, home/community-making.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"23 1","pages":"102 - 140"},"PeriodicalIF":1.6,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48856575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playing Minecraft: Young children’s postdigital play","authors":"Kenneth A. Pettersen, H. Arnseth, Kenneth Silseth","doi":"10.1177/14687984221118977","DOIUrl":"https://doi.org/10.1177/14687984221118977","url":null,"abstract":"New sociomaterial and performative directions in literacy research on digital technologies and play in early childhoods may complicate the established concept of digital play. This study contributes to this line of research by empirically expanding on the concept of the postdigital. In the study, postdigital refers to how both “digital” and “non-digital” agentic materialities are allowed to act messily in contemporary early childhood play, unsettling the notion of the digital as a discrete category. By analyzing a case of two five-year-old children playing Minecraft with wooden and synthetic blocks in a preschool common room within an agential realist framework, we find that a postdigital play practice is performed through playful, sociomaterial configurations of “joining,” “building,” and “not running out of things.”","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“You need to learn the spelling”: Playing, teaching, and learning of trilingual siblings with refugee backgrounds","authors":"Aijuan Cun","doi":"10.1177/14687984221118985","DOIUrl":"https://doi.org/10.1177/14687984221118985","url":null,"abstract":"Though a limited amount of literature has examined the family literacy practices of students with refugee backgrounds in the United States, little research has focused on play and conversations of Burmese siblings with refugee backgrounds. Drawing upon theoretical perspectives from new literacy studies, Vygotsky’s sociocultural theory, and Gregory’s concept of synergy, this qualitative study explores siblings’ social literacy practices and their conversations within these literacy practices. The data analysis revealed three types of literacy practices: digital literacy practices, religious literacy practices, and home-school literacy practices. The siblings’ conversations clearly demonstrated all three practices, which highlighted the children’s multiple identities as siblings and trilingual speakers, skillful at articulating their thoughts, taking the lead, playing out roles based on their experiences, and making meaning together. Further, the conversations supported both siblings’ literacy learning. Implications include the importance of expanding the understanding of siblings’ home literacy and continuing research on children with refugee backgrounds.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43542298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The dinosaurs are so loud; they can’t sleep. Zzzz”: Supporting emergent bilingual children’s reading comprehension through digital literacies","authors":"Sally A. Brown, Ling Hao, Rong Zhang","doi":"10.1177/14687984221118982","DOIUrl":"https://doi.org/10.1177/14687984221118982","url":null,"abstract":"As classrooms worldwide become diverse, the ways teachers engage children in literacy learning must be inclusive to accommodate the multitude of languages spoken. Multimodal literacy practices using digital tools provide innovative opportunities for emergent bilinguals to express their meaning-making processes. This paper details a year-long investigation into the multimodal literacy practices of eight young children who spoke different languages within an English-only classroom setting. The children showcased their reading comprehension through digital ensembles produced in responses to picturebooks. Transcribed small group interactions were analyzed to capture how one mode influenced another, and content analysis was applied to the student work samples. The findings reveal specific ways the emergent bilinguals transformed available resources to make sense of texts.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48142480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘School is light and we are blind’: Afghan refugee parents’/guardians’ beliefs about literacy and language(s)","authors":"Assadullah Sadiq","doi":"10.1177/14687984221113172","DOIUrl":"https://doi.org/10.1177/14687984221113172","url":null,"abstract":"This article examines four Afghan refugee parents/guardians in Islamabad, Pakistan for their beliefs about literacy and language(s). Semi-structured interviews with each parent/guardian showed that they all highly valued reading and writing as essential life skills. However, while they viewed literacy as having instrumental value, they also strongly believed it shaped and developed a person morally and supported one to think critically. In terms of language(s), all of the parents/guardians wanted their children to learn to read and write in their first language, and believed that speaking only one’s first language was not enough. They believed that the school their children attended should offer classes to teach them to read and write in their first language. In addition, they supported their children learning Urdu, the national language of their host country, Pakistan. All of the parents also mentioned the importance of having their children learn English, as they believed it is an international and useful language in the world. This study offers important findings regarding parents’/guardians’ beliefs about language and literacy from one of the largest refugee groups about which little is known.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy","authors":"Elizabeth Rouse, Maria Nicholas","doi":"10.1177/14687984221113170","DOIUrl":"https://doi.org/10.1177/14687984221113170","url":null,"abstract":"The ‘schoolification’ of early childhood education and care programs, seen as readying children for formalised schooling, has had an impact on the education of younger and younger age groups. While the focus of past research has mainly focused on 4-5-year-old children, this study shifts the focus to two-three-year-old children and the literacy focus of educators working with these very young children. Nine educators from Victoria, Australia were interviewed, asked to share their views on literacy learning and development for two-three-year-old children and the planning, assessment and practices they engage in to support children’s literacy development. Responses were analysed using a practice architectures lens. Findings showed that play-based pedagogies were often overlooked when seeking to support children’s literacy development, with a preference for more formalised foci on print-based learning activities, including a focus on alphabetic letter recognition. Implications for children’s literacy learning and practice are also discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"27 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The home literacy environment as a venue for fostering bilingualism and biliteracy: The case of an Ethio-Norwegian bilingual family in oslo, Norway","authors":"Kassahun Weldemariam","doi":"10.1177/14687984221109415","DOIUrl":"https://doi.org/10.1177/14687984221109415","url":null,"abstract":"Numerous studies indicate that the language and literacy development of young children is highly contingent upon the construction of an enriching home literacy environment. Using sociocultural theory as a framework, in this article I explore how a bilingual child’s language and literacy acquisition is embedded as a social practice within the home literacy environment of everyday life. Drawing on data from a qualitative case study involving parental interviews and home visits, the findings herein reveal that the physical and social context of the home literacy environment is vital in fostering bilingualism and biliteracy for a child with a minority home language background. Knowing the multiple advantages of bilingualism and biliteracy, this study yields evidence to suggest that parents can play an active and conscious role in ensuring the richness of the home literacy environment and its embedded social practices.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44502764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In their own words: Parents’ voices about a book-provision program","authors":"Cristina Gillanders, Meytal Barak","doi":"10.1177/14687984221108267","DOIUrl":"https://doi.org/10.1177/14687984221108267","url":null,"abstract":"Book distribution or book provision programs that provide free books to families with young children have become increasingly popular approaches to promote home literacy practices. This qualitative study aimed to understand parents’ perceptions of the implementation of a book provision program and its impact on their families’ literacy practices and behaviors. Forty-three parents participated in twelve focus groups in which they were asked about the perceived benefits of participating in the program. Participant parents were born in the U.S., Mexico, Central and South America, and Africa, had spent more than five years living in the U.S., and had attained different levels of education. At home, parents spoke only English, mostly Spanish, or two different languages in addition to English. Thirty-nine percent of the parents were Black (not all of whom were African American), and 53% were Latinx. Findings suggested that parents had positive views towards the program’s impact on their family’s literacy practices. Specifically, Spanish-speaking families reported appreciation for learning new ways of engaging their children in shared reading. Parents considered the opportunities offered by the program, congruent with their cultural models. They believed that participating in the program allow them to be part of a community and that shared reading was a means to strengthen their relationship with their children. Results highlight the importance of considering families’ cultural models in the design and implementation of book provision programs.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44274553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}