Researching Early Childhood Literacy in the Classroom: Literacy as a Social Practice
- Submitting institution
-
Roehampton University
- Unit of assessment
- 23 - Education
- Output identifier
- 1387997
- Type
- A - Authored book
- DOI
-
-
- Publisher
- Routledge
- ISBN
- 978-1-138-59722-8
- Open access status
- -
- Month of publication
- October
- Year of publication
- 2019
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
0
- Research group(s)
-
-
- Proposed double-weighted
- Yes
- Double-weighted statement
- This book results from an extended research project that presents a Literacy as a Social Practice account of young (aged 5-6) children’s experience of being taught to read and write in school. The extended study involved 30 separate school visits with data sets including an extensive number of classroom observations (7 hours of video recordings, 16 hours of audio recording, 588 photographs) along with analysis of a broad range of school, pupil, and teacher documents. The book presents a valuable insight into the relationships between schooled processes, children’s in-school peer cultures, and the literacy practices produced by children in class.
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
