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Rethinking early literacies
DOI link for Rethinking early literacies
Rethinking early literacies book
Rethinking early literacies
DOI link for Rethinking early literacies
Rethinking early literacies book
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ABSTRACT
Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.
TABLE OF CONTENTS
part I|82 pages
Young Children as Literate Beings
chapter 3|26 pages
Multiple literacies and language competencies across young children's social contexts
part II|77 pages
Spaces of Belonging: Relational Literacies
chapter 4|35 pages
Languages and literacies in families and homes
chapter 5|22 pages
Languages and literacies in neighborhoods and communities
part III|53 pages
Rethinking Early Literacies: Children's Literate Identities in Contemporary Times