The importance of digital and media literacies to literacy instruction and learning for today's elementary students is shared in this article. A student's routine literacy activities are documented to provide a view into how digital and media literacies are woven into a fourth‐grade classroom. This example brings the use of technology as a tool to life and is the centerpiece of this article, as it details how a laptop complements and extends literacy learning and supports student engagement. Background on how a teacher and school brought new literacies to students through the use of technology is revealed so that other teachers can engage in similar instructional support. تعرض في هذه المقالة أهمية المعارف التقنية والرقمية لتعليم معرفة القراءة والكتابة وتعلمها لدى طلاب المدرسة الابتدائية في هذه الأيام. وقد تم تدوين ممارسات المعرفة المعتادة لتوفير نظرة في كيف تخيط المعارف التقنية والرقمية في الصف الرابع الابتدائي. إذ يدب مثال استخدام التقنية كأداة في الحياة الذي يشكل مركز اهتمام هذه المقالة لذا تفصّل كيف يكامل الحاسوب النقال تعلم معرفة القراءة والكتابة ويمده ويدعم انشغال الطالب فيه. وقد تم تبيين الخلفية لكيفية إحضار معلم ومدرسة معارف جديدة للطلبة بواسطة استخدام التقنية حتى يعمل المعلمون الآخرون في دعم تعليمي متشابه. 数位与媒体识读能力在现今小学读写能力教学中是重要的。本文对此看法表示赞同。本文记录了一名学生所参与的常规读写学习活动，让读者看到数位与媒体识读能力学习活动如何交织于小学四年级课堂教学中。本文主要是以这实例展示出科技的使用已成为生活的工具，并详细说明手提电脑的使用如何使读写学习得以增补和延展，及如何帮助学生投入学习。本文亦提供有关一名教师及其学校如何透过科技的使用，教授学生新识读能力的背景资料，以供有意采用这种教学方式的教师参考。 Cet article met en commun l'importance qu'ont aujourd'hui les littératies numériques et audio‐visuelles pour l'enseignement et l'apprentissage de la littératie chez les élèves de l'école primaire. Il présente les activités de littératie habituelles d'un élève pour montrer comment les littératies numériques et audio‐visuelles sont entremêlées dans une classe de quatrième année. Cet exemple présente l'utilisation qu'on peut faire de la technologie comme outil pour la vie, pièce centrale de cet article, et montre dans le détail comment un ordinateur portable complète et élargit l'apprentissage de la littératie et vient soutenir l'investissement de l'élève. L'arrière‐plan, qui montre comment un professeur et l'école ont apporté les nouvelles littératies aux élèves grâce aux nouvelles technologies, est mis en évidence de telle sorte que d'autres professeurs puissent s'engager dans un soutien pédagogique du même type. В статье обсуждается значение компьютерной и медийной грамотности в контексте становления базовой грамотности в начальной школе. Рутинные действия ученика, связанные с развитием грамотности, подробно документируются, чтобы в итоге получить общее представление о роли, которую играют компьютерная и медийная грамотность в обучении четвероклассников. Пример, вокруг которого строится статья, демонстрирует использование современных цифровых технологий в качестве инструмента для жизни, когда личный переносной компьютер‐ноутбук расширяет возможности учащихся и стимулирует их интерес к развитию собственной грамотности. Чтобы другие учителя могли воспользоваться опытом этой школы, предлагаетс...

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This article focuses on a parent literacy project that included shared reading and how to support this strategy with families who have a home language other than English and live in poverty circumstances. Literature about the importance of shared reading to children's literacy development is shared in tandem with the importance of building parent and school collaborations. Details are provided about the literacy project of working with families at Greenbrae Elementary with supporting photographs and parent comments. Strategies to bring such an approach to other schools are described with many pragmatic concerns addressed.Keywords Family literacy Á Shared book reading Á ELLs Parent-child shared book reading is more likely to have positive effects on children's literacy and language learning when parents engage children in multiple readings of a text; when parents encourage children to respond to text through questioning and elaborating; and when the texts read include both narrative and expository genres (Paratore et al. 2010).While engaging families in shared reading events with their kindergarten children is laudable, teachers in highpoverty, linguistically rich schools often find this involvement is difficult to attain. They may complain that families infrequently visit their child's school or their families' homes have few books to sustain shared reading events. They talk about how hard it is to communicate the important parts of shared book reading when they do not speak the language of the parents. They experience a conundrumthey value shared book experiences between parents and children but they are not sure how to pragmatically make these experiences happen. For instance, how will they encourage parents to visit their school to see shared reading in action and how will they get sufficiently, culturally appropriate books into families' homes? Further, how will they accomplish these goals when they do not share the language of their families?With these attitudes and questions in mind, I approached Greenbrae Elementary, a high-poverty, linguistically rich school, to collaborate with teachers about reading and writing instruction and learning. I was surprised as I approached the school as I noticed a group of parents talking and drinking coffee with the school's parent facilitator; an unusual experience in my working with highpoverty schools. My experiences at high-poverty schools were such that parents brought their children to school, but they infrequently interacted with teachers or the school staff. I was even more intrigued when the parents followed the parent facilitator into the building and then to the kindergarten classroom. I wondered why parents were so comfortable at this school. How did this happen and what were they doing in the kindergarten classroom?This article shares how a school rich in linguistic diversity engaged in a literacy project with parents so that they were an essential part of the school community. It documents the assessment, planning, implementation, and evaluation of the parent...

This article positions a view of student responses with relation to current literacy expectations. Student responses to a single book, The Egypt Game, are explored. The responses are analysed from a group and individual student perspectives. The responses demonstrate the complex understandings that young students created about this book. Connections to current classroom practices are explored.

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