Orchestrating literacies: Print literacy learning opportunities within multimodal intergenerational ensembles

McKee, Lori; Heydon, Rachel

doi:10.1177/1468798414533562

Cited by 32 publications

(15 citation statements)

References 16 publications

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“…When research has had literacy as a focus (eg Flewitt et al ., ) it has often revealed that teachers are eager use tablet technologies (iPads) as part of their early literacy programs. Further, when children use iPads, there is evidence that quality learning experiences that incorporate collaborations with others, communicating ideas and findings, as well as opportunities for independent learning (eg McKee & Heydon, ; Rowe & Miller, ).…”

Section: New Learning and Tablets In The Early Yearsmentioning

confidence: 99%

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Yelland¹

2018

Brit J Educational Tech

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The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4–8 years of age in Australia. The children were from low socio‐economic schools in one Australian state. The study was concerned with providing empirical evidence about learning ecologies in which teachers designed multimodal experiences to support young children to become literate in the 21st century. Using a participant observation methodology, both the pedagogical strategies and learning experiences of young children were documented in the form of narratives of early childhood practices. The aim was to consider the potential for new learning [Kalantzis, M., & Cope, W. W. (2012). New learning: elements of a science of education (2nd ed.). Melbourne: Cambridge University Press] with new technologies, and to support teachers to use tablets to transform their pedagogies and practices in the early years. The approach taken was to use the theoretical constructs of new learning and a pedagogy of multiliteracies [New London Group (1996). A pedagogy of multiliteracies. Harvard Educational Review, 60, 66–92] as the focus for designing the new learning ecologies. In this way, we moved away from an emphasis on digital childhoods to create contexts for multimodal learning in the 21st‐century childhoods. In doing this, the documented learning stories have multimodality as a uniting element, and digital technologies are viewed as being complimentary to other resources, rather than alternatives, or in competition with, traditional modalities. The paper illustrates the ways in which these multimodal learning ecologies can work to support emergent literacy which is viewed as a foundational skill needed by all children in order to thrive in their learning.

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Section: New Learning and Tablets In The Early Yearsmentioning

confidence: 99%

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Yelland¹

2018

Brit J Educational Tech

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“…Through interactions with their teachers and peers and through reading and writing a wide range of texts, students come to know what they can do with written language and visual images, and they construct understandings about written language. (p. 238) This idea of literacy as a social practice was also a central finding of the study by McKee and Heydon (2014). The intergenerational social activities within the literacy events of their study "allowed participants to share what was of import to them, and the participants drew on the modes and media that could help them accomplish the purpose of their communication" (McKee & Heydon, 2014, p. 25).…”

Section: Revue Des Sciences De L'éducation De Mcgill • Vol 52 N O 2 mentioning

confidence: 96%

“…McKee and Heydon (2014) orchestrated authentic writing tasks in their Intergenerational Digital Literacies Project. Elders from a local rest home were paired with kindergarten children to work on multimodal projects that included the use of art, singing, and digital technologies.…”

Section: Social Practices Discoursementioning

confidence: 99%

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

Heppner

2018

mje

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. ABSTRACT. This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An examination of Canadian research reveals a significant lack of studies in the area of preschool-primary writing instruction. Theories of writing pedagogy are situated within a framework of six discourses: skills, creativity, process, genre, social practices, and sociopolitical. While the Canadian research represented all discourses, it was lacking in number and did not yet address such important areas as the literacy achievement gaps between urban / rural and Aboriginal / non-Aboriginal students.

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“…In this paper, we offer children's picturebook recommendations for educators to use with young children in learning spaces. The focus for this paper arises from our discussion in "Learning Together: Our Reflections on Connecting People and Practices in Intergenerational Meaning-Making Experiences" (McKee & Scheffel, this issue) where we reflect on our experiences as researchers / research assistants in intergenerational settings (McKee & Heydon, 2015;Scheffel, 2015). We ground our reflections in sociocultural perspectives that recognize meaning making as literacy that is dynamic, context specific, and supported through (1) relationships (Barton & Hamilton, 2000) and (2) the combination of different modes (written, visual, etc.…”

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confidence: 99%

Uniting Generations: Intergenerational and Universal-themed Picturebook Recommendations

Scheffel¹,

McKee²

2019

J Child. Stud.

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Scheffel, 2015). We ground our reflections in sociocultural perspectives that recognize meaning making as literacy that is dynamic, context specific, and supported through (1) relationships (Barton & Hamilton, 2000) and (2) the combination of different modes (written, visual, etc.) and materials (Walsh, 2011). Through our reflections, we found that intergenerational experiences created opportunities to connect people of different generations, and that these interpersonal connections supported the sharing of meaningmaking practices. Further, we identified three interconnected principles that we view as central to supporting meaning-making practices, whether in intergenerational contexts or beyond (McKee & Scheffel, this issue). These principles are (1) relationships are an essential, integral part of meaning-making practices, (2) all people, regardless of age or ability can be meaning makers, and (3) sharing practices enriches meaning making.These principles guided the selection of picturebooks that we recommend in this paper. We recognize that the interconnected nature of the principles means that educators could use the same picturebook to support multiple principles. Thus, we frame our recommendations broadly, as catalysts for educators of young children to think in different ways about intergenerational meaning-making opportunities in relation to each principle and its corresponding picturebooks. Our recommendations:• Recognize the value of, but do not require, intergenerational settings: We understand that not all educators and young children may have the opportunity to work within intergenerational settings. Thus, we selected picturebooks that could be used either in classrooms with young children to discuss intergenerational principles or prepare children for participation in an intergenerational program, or within an intergenerational program with elders and young children.This article offers picturebook recommendations for early childhood educators to use with young children across contexts (e.g., early childhood classrooms, intergenerational settings) as a starting point to support intergenerational programming.

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Orchestrating literacies: Print literacy learning opportunities within multimodal intergenerational ensembles

Cited by 32 publications

References 16 publications

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

A pedagogy of multiliteracies: Young children and multimodal learning with tablets

Writing Instruction in Canadian Preschool-Primary Grades: A Literature Review

Uniting Generations: Intergenerational and Universal-themed Picturebook Recommendations

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