Playgrounds of language: the role of agency in the development of literacy

Macfarlane, Kym and Noble, Karen and Cartmel, Jennifer (2005) Playgrounds of language: the role of agency in the development of literacy. In: International Conference of the Australian Association for Research 2005 (AARE 2005): Creative Dissent: Constructive Solutions, 27 Nov - 1 Dec 2005, Sydney, Australia.

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Abstract

It is accepted that the development of competent literacy skills in very young children is contingent upon high quality interactions involving language and communication in
a variety of contexts. As authors, we argue that taking such a view requires an understanding that children are competent and capable communicators from birth.
Such understanding is integral to conceptualising how the skills of language and metacognition that contribute to the development of literacy actually play out 'in the real'.

This paper uses data from interviews and videotaped observation of young children and their families in their socio-cultural contexts. Rogoffs (1998, 2003) planes of
analysis are used to unpack this data, as a means of informing epistemological understanding about how socio-cultural contexts constrain or enable children as
successful in the formal learning context. It is argued that taken-for-granted understandings of how children learn can actually delimit rather than enhance their capacity to develop sound literacy skills.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Paper is copyright © by the individual author or authors and may not be reproduced without permission of the author or authors.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 12 Jan 2016 05:21
Last Modified: 27 Apr 2017 23:51
Uncontrolled Keywords: literacy skills; socio-cultural contexts
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
URI: http://eprints.usq.edu.au/id/eprint/8009

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