Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School

Bibliographic Data

ID4255246
AuthorsJoanne Larson (0000-0001-7504-9755, University of Rochester, corresponding author)
Year2006
Volume45
Issue4
Pages319-329
Publication date2006-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4504_5
OpenAlexW2084354223
LanguageEN
Citations received4
References cited19

This article describes some implications of using a multiple literacies perspective in the construction and implementation of literacy curriculum, pedagogy, and assessment in early childhood and elementary classrooms. After briefly laying out a theoretical perspective in sections focusing on early literacy, academic learning, literacy beyond schools, literacy and social justice, and assessment, the article grounds the theoretical claims in examples of classroom practice. The article closes with the argument that by shifting the focus of the teaching and learning of literacy from an autonomous model to include a multiple literacies perspective, we can construct authentic spaces for learning that prepare students for equitable participation in a global communication and information economy

Argument (complex analysis · Construct (python library · Critical literacy · Curriculum · Information literacy · Literacy · Mathematics education · Pedagogy · Perspective (graphical · Sociology · Child Development and Digital Technology · Computer Science · Literacy, Media, and Education · Multilingual Education and Policy · Psychology

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Open DOISci-HubOpen Access