Many Pathways to Literacy

Gregory, Eve; Long, Susi; Volk, Dinah

ISBN 10: 0415306175 / ISBN 13: 9780415306171

Published by Taylor & Francis Ltd, 2004

About this Item

Based on extensive research that proves that children actively make sense of literacy outside the official schooling and parental tuition they receive, this book examines how young children take literacy learning into their own hands. Num Pages: 272 pages, Illustrations. BIC Classification: CFC; JNA; JNU; YQC. Category: (G) General (US: Trade); (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 234 x 156 x 13. Weight in Grams: 408. . 2004. Paperback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9780415306171

Bibliographic Details

• Title: Many Pathways to Literacy
• Publisher: Taylor & Francis Ltd
• Publication Date: 2004
• Language: English
• ISBN 10: 0415306175
• ISBN 13: 9780415306171
• Binding: Soft cover
• Condition: New

About this title

Synopsis

This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences.

The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts.

Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools.

This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.

About the Author

Eve Gregory is Professor of Language and Culture in Education, Goldsmiths College, University of London., Susi Long is Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina., Dinah Volk is Professor of Early Childhood Education, College of Education, Cleveland State University.