3 research outputs found

    Representing and Promoting Family Literacy on the World Wide Web: A Critical Analysis

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    The purpose of this study was to examine critically how family literacy is promoted and represented through the images and written texts on Web sites developed by providers of family literacy programs. Naturalistic research over the last 20 years or so demonstrates that the family is a rich site for supporting children’s literacy development across socioeconomic and cultural contexts. This research suggests that families engage children in a wide array of literacy activities in their daily experience. Furthermore, many significant others in addition to parents play important roles in children’s literacy development. In this study we examined a representative sample of family literacy Web sites from across Canada. Findings suggest that literacy tends to be narrowly defined; responsibility for children’s literacy is usually ascribed to mothers; and troubling assumptions about families as being deficient still persist.Cette étude avait comme objectif d’étudier de façon critique la promotion et la représentation de la littératie familiale par les images et les textes écrits dans les sites Web qu’ont développés les fournisseurs de programmes d’alphabétisation familiale. La recherche naturaliste des vingt dernières années démontre que la famille constitue un milieu propice pour le développement de la littératie enfantine pour tous les contextes socioéconomiques et culturels. Ces résultats permettent de conclure que les familles font participer leurs enfants à toute une gamme d’activités littéraires au quotidien. De plus, plusieurs autres personnes clés jouent un rôle important dans l’alphabétisation des enfants. Lors de cette étude, nous nous sommes penchés sur un échantillon représentatif de sites Web canadiens portant sur la littératie familiale. Nous avons constaté que l’on a tendance à accorder une définition étroite à l’alphabétisation, à assigner à la mère la responsabilité de l’alphabétisation des enfants, et à entretenir des hypothèses troublantes selon lesquelles la performance des familles est insatisfaisante

    A comparative case study of two urban Aboriginal children's meaning making across home, school, and community contexts

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    In the field of early childhood literacy, researchers have begun to investigate the ways contemporary childhoods are being shaped by a range of multimodal communicative practices (Kress, 2003; Lankshear & Knobel, 2003; Marsh, 2003b). The link between children’s use of these practices, many of which are linked to digital technologies and global discourses, and their identity construction, is also being examined in the new millennium. The changing communication systems of the twenty-first century are also influencing the ways urban Aboriginal children make meaning in their worlds, and are impacting Aboriginal children’s identities. Drawing on a sociocultural theory of learning, the purpose of this qualitative comparative case study is to investigate the complexity of the everyday communicative practices utilized by two, six-year-old urban Aboriginal children in and out-of-school, in an attempt to inform the future direction of literacy curricula for young Aboriginal children. Acquiring insight into Aboriginal children’s meaning making is also vital to challenging and replacing long-standing deficit notions held by society and mainstream schools about Aboriginal students’ inferiority and ineducability. This is particularly relevant as the urban Aboriginal student population rises in the province of Saskatchewan. The findings revealed the focal children’s homes to be vibrant, multimodal textual spaces in which the children were supported by their family members as they engaged in a range of communicative practices for multiple purposes. The findings also revealed the link between the dynamic and evolving nature of Indigenous knowledge and the families’ meaning making. Further, the findings showed how the practices valued and promoted in the focal children’s classroom generally reflected traditional and narrow modes of communication, specifically, print-based and teacher-directed practices, and also included superficial, rudimentary aspects of Aboriginal culture. This study offers new suggestions on the ways in which Aboriginal children’s out-of-school communicative practices, specifically those practices linked to digital technology, can be included in early childhood classrooms in culturally-relevant ways.Education, Faculty ofLanguage and Literacy Education (LLED), Department ofGraduat
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