Space, place and early childhood literacy
Date
2013
Authors
Nichols, S.
Nixon, H.
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Larson, J.
Marsh, J.
Marsh, J.
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Book chapter
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Source details - Title: The Sage Handbook of Early Childhood Literacy, 2013 / Larson, J., Marsh, J. (ed./s), Ch.16, pp.279-294
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Abstract
This chapter examines the changing landscape of literacy in the early years and considers how the diverse spaces and places in which early literacy learning is promoted and takes place can be conceptualised and researched. Ethnographic researchers have for some time emphasised the situatedness of literacy practices, arguing that they are produced and learned in the context of particular social and located relationships (e.g., Barton and Hamilton 1998; Barton, Hamilton and Ivanic 2000; Heath, 1983; Street, 1984; see also Leander and Sheehy, 2004, for studies that disrupt what they call a ‘folk’ notion of how literacies are ‘situated’). They study literacy and identity in and across the settings that constitute people's lifeworlds in what Barton (1994) has described as an ‘ecology’ of literate practices across home, school and community contexts. Early literacy research in this tradition has focussed largely on the home, and has paid attention to factors such as the social class, linguistic heritage and cultural practices of immediate and extended families. However, studies that focus centrally on the material and spatial aspects of contexts as contributors to the process of early literacy learning have been comparatively rare.
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Copyright 2013 SAGE Publications, Inc.