{"title":"幼儿识字","authors":"Sally A. Brown","doi":"10.4018/978-1-7998-0000-2.ch001","DOIUrl":null,"url":null,"abstract":"This chapter is based on a year-long ethnographic research study in a Title I urban classroom with 24 seven- and eight-year-olds. Using this work, the author shares ways of teaching literacy to young readers using technology and building on student interests. In particular, students' stories constructed through Lego play and digital photography are showcased. Three major themes are identified and discussed: (1) digital play as an essential tool for story, (2) multimodal storytelling as a path for learning and new language, a (3) apprenticeships for multimodal text productions. The chapter concludes with practical suggestions for educators about ways to capitalize on students' funds of knowledge as well as their passion for digital tools in the 21st century classroom.","PeriodicalId":420153,"journal":{"name":"Participatory Literacy Practices for P-12 Classrooms in the Digital Age","volume":"428 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Literacy in Early Childhood\",\"authors\":\"Sally A. Brown\",\"doi\":\"10.4018/978-1-7998-0000-2.ch001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter is based on a year-long ethnographic research study in a Title I urban classroom with 24 seven- and eight-year-olds. Using this work, the author shares ways of teaching literacy to young readers using technology and building on student interests. In particular, students' stories constructed through Lego play and digital photography are showcased. Three major themes are identified and discussed: (1) digital play as an essential tool for story, (2) multimodal storytelling as a path for learning and new language, a (3) apprenticeships for multimodal text productions. The chapter concludes with practical suggestions for educators about ways to capitalize on students' funds of knowledge as well as their passion for digital tools in the 21st century classroom.\",\"PeriodicalId\":420153,\"journal\":{\"name\":\"Participatory Literacy Practices for P-12 Classrooms in the Digital Age\",\"volume\":\"428 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Participatory Literacy Practices for P-12 Classrooms in the Digital Age\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-7998-0000-2.ch001\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Participatory Literacy Practices for P-12 Classrooms in the Digital Age","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-0000-2.ch001","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter is based on a year-long ethnographic research study in a Title I urban classroom with 24 seven- and eight-year-olds. Using this work, the author shares ways of teaching literacy to young readers using technology and building on student interests. In particular, students' stories constructed through Lego play and digital photography are showcased. Three major themes are identified and discussed: (1) digital play as an essential tool for story, (2) multimodal storytelling as a path for learning and new language, a (3) apprenticeships for multimodal text productions. The chapter concludes with practical suggestions for educators about ways to capitalize on students' funds of knowledge as well as their passion for digital tools in the 21st century classroom.
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