Multiple pathways between home and school literacies

dc.contributor.author	Hill, S.
dc.contributor.author	Nichols, S.M.
dc.contributor.editor	Anning, A.
dc.contributor.editor	Cullen, J.
dc.contributor.editor	Fleer, M.
dc.date.issued	2009
dc.description.abstract	In this chapter about literacy and quality links between home and school we draw on recent sociocultural work by Rogoff (2003) and Larson and Marsh (2005), who view literacy learning occurring through participation in social, cultural and historical contexts that are mediated by interaction. To begin we define what we mean by the term ‘literacy’. There are two over-arching theoretical constructs that recur in literacy theory and research which are important in understanding links between home and school. These constructs are ‘representation’ and ‘practice’.
dc.identifier.citation	Source details - Title: Early childhood education : society and culture, 2009 / Anning, A., Cullen, J., Fleer, M. (ed./s), Ch.13, pp.169-184
dc.identifier.isbn	9781847874528
dc.identifier.uri	https://hdl.handle.net/1959.8/116326
dc.language.iso	en
dc.publisher	Sage
dc.publisher.place	England
dc.rights	Copyright 2009 Susan Hill and Susan Nichols
dc.source.uri	https://ebookcentral.proquest.com/lib/unisa/reader.action?ppg=180%26docID=880867%26tm=1540276169739
dc.subject	emergent literacy
dc.subject	family literacy
dc.subject	language
dc.title	Multiple pathways between home and school literacies
dc.type	Book chapter
pubs.publication-status	Published
ror.mmsid	9915910960901831

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