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ERIC Number: EJ906329
Record Type: Journal
Publication Date: 2010-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0360-9170
Directions for Studying Early Literacy as Social Practice
Rowe, Deborah Wells
Language Arts, v88 n2 p134-143 Nov 2010
In this essay, the author addresses the current status of emergent literacy research. First, she sets the stage by briefly exploring the important questions and continuing contributions of the emergent literacy perspective. Next, she examines some inherent theoretical tensions--especially how emergent literacy's research questions have bounded and constrained what is currently known about preschool literacy. Finally, she turns her attention toward new questions and new opportunities for understanding that flow from re-theorizing early literacy learning as social practice. Using data from her own studies of preschoolers' early writing interactions, the author illustrates some exciting possibilities for expanding our understandings of early literacy learning. (Contains 3 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A