Ronna Mosher
Dados Biográficos
| ID | 4619794 |
|---|---|
| NOME | Ronna Mosher |
| PRENOMES | Ronna |
| SOBRENOME | Mosher |
| ASSINATURA | MOSHER R |
| AFILIAÇÕES | University of Calgary |
| ORCID | 0000-0001-7077-1386 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Storying worlds
Children’s storied play, or in other words, their fictive world-building, has much to teach us with regard to understanding story and how story pedagogy might be otherwise shaped in curricular spaces. In this article, we explore this proposition by drawing on interconnected and entangled moments of children’s outdoor storied play in a Canadian first-grade class. By mapping the children’s movements within three storied-play encounters, we animate …
Playing the story
In this article, we examine young children’s narrative play as posthuman, collaborative composing assemblages. Thinking with Tsing (2015), we re/consider collaboration as that which benefits from contamination and unruly edges as lively and generative places can help educators to notice and nurture that which easily goes unnoticed. We are guided by the question of what could be learned about generating literacy learning opportunities for young ch…
Running Around in the Story
In this article we examine young children's outdoor narrative play as animated by the possibilities of running. Guided by posthuman perspectives, the provocations of sociomateriality, and the capacities of mycelial networks, we consider how stories and storying might occur in and as movement. We draw on interdisciplinary understandings of moving lines to map, analyze, and reimagine the compositional dynamics of two assemblages of outdoor narrativ…
Boxed In and-and Busting Out
Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constrai…
Towards kinship literacies
Kinship relationality understands the world as alive and sentient, and positions humans as participants within interconnected ecological networks. Inherently, this worldview can challenge how many educators and learners have been trained in extractive, transactional, and sedentary cultures; that is, separated out of relationship. This article shares the work of a large urban public library in western Canada, and their 'Play Professor,' as they bu…
Gopher Tales
This article is premised on the idea that storytelling and storytelling pedagogies have material and ethico-political implications for children and those with whom they share the world – in the small moments of their everyday experiences and in how they are read, written, and positioned as inheritors of social worlds and cultural narratives. Accordingly, in the context of an outdoor literacy program for young children, conducted over two summers,…
Littératies scolaires en post-pandémie
Introduction to a special issue of Language & Literacy
Post-Pandemic Classroom Literacies
Introduction du numéro spécial de Language & Literacy
Play and Literacy Learning in Grades 1 and 2
Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy …
Teaching, Learning, and the Public
Sem obras proeminentes nesta página.
Teaching, Learning, and the Public
Littératies scolaires en post-pandémie
Introduction to a special issue of Language & Literacy
Post-Pandemic Classroom Literacies
Introduction du numéro spécial de Language & Literacy
Play and Literacy Learning in Grades 1 and 2
Responding to concerns that play is at risk in the early years of education, this article investigates teachers’ current use of play in language and literacy instruction in Grade 1 and 2 Alberta classrooms. It addresses what teachers say they need to make play part of school-based language and literacy education. Survey findings show a recognition of contested views on the role of play in instruction yet a press for play as a meaningful pedagogy …
Boxed In and-and Busting Out
Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constrai…
Towards kinship literacies
Kinship relationality understands the world as alive and sentient, and positions humans as participants within interconnected ecological networks. Inherently, this worldview can challenge how many educators and learners have been trained in extractive, transactional, and sedentary cultures; that is, separated out of relationship. This article shares the work of a large urban public library in western Canada, and their 'Play Professor,' as they bu…
Gopher Tales
This article is premised on the idea that storytelling and storytelling pedagogies have material and ethico-political implications for children and those with whom they share the world – in the small moments of their everyday experiences and in how they are read, written, and positioned as inheritors of social worlds and cultural narratives. Accordingly, in the context of an outdoor literacy program for young children, conducted over two summers,…
Playing the story
In this article, we examine young children’s narrative play as posthuman, collaborative composing assemblages. Thinking with Tsing (2015), we re/consider collaboration as that which benefits from contamination and unruly edges as lively and generative places can help educators to notice and nurture that which easily goes unnoticed. We are guided by the question of what could be learned about generating literacy learning opportunities for young ch…
Running Around in the Story
In this article we examine young children's outdoor narrative play as animated by the possibilities of running. Guided by posthuman perspectives, the provocations of sociomateriality, and the capacities of mycelial networks, we consider how stories and storying might occur in and as movement. We draw on interdisciplinary understandings of moving lines to map, analyze, and reimagine the compositional dynamics of two assemblages of outdoor narrativ…
Storying worlds
Children’s storied play, or in other words, their fictive world-building, has much to teach us with regard to understanding story and how story pedagogy might be otherwise shaped in curricular spaces. In this article, we explore this proposition by drawing on interconnected and entangled moments of children’s outdoor storied play in a Canadian first-grade class. By mapping the children’s movements within three storied-play encounters, we animate …
Sociology (9 obras) · Pedagogy (7 obras) · Literacy (6 obras) · Art (5 obras) · Literacy, Media, and Education (5 obras) · Psychology (4 obras) · Aesthetics (3 obras) · Literature (3 obras) · Narrative (3 obras) · Political science (3 obras)