Beryl Exley – författare

Literacies in Early Childhood takes a deliberately eclectic approach to taking on new ideas about literacy teaching and learning in early childhood education, and challenges conventional thinking on new and returning debates about the 'best' way to teach early literacy. The book is made up of four sections. Section 1 provides a balanced foundation for thinking about how literacy can be understood. Readers are provided with insight into a broad range of issues relevant to being a literacy teacher, and are invited to engage with different dimensions of the range of literacy repertoires required in today's times. Section 2 considers notions of diversity by looking at issues including learning English as a second or additional language, early childhood programs for ATSI children, social justice in early childhood provision, and aspects of interculturalism. In Section 3 the collection focuses specifically on the engagement of young children with pedagogy and the curriculum offered to them. This section includes a diverse selection of extracts and examples from research and practice. In the final section, the authors call literacy teachers to take up a position on what it means to learn literacy and teach literacy in today's contexts. This collection is put forward not to provide definitive answers, but instead to open discussions in classrooms, lecture halls, and school staff rooms. Literacies in Early Childbood intends to be the impetus for much intellectual work toward providing quality and equity in literacy education across schools and early childhood education contexts.

This book explores the conceptual framework, opportunities for learning, as a transaction between literacy learners, mediating agents, and the literacy content to be learned within social, cultural, and historical contexts. With contributions from top scholars from around the world, the chapters in this book provide a window into the varied ways learners, their families, educators, and researchers have co-constructed opportunities for learning in a range of PK-12 classrooms, community settings, and university classrooms across the globe. Building on decades of existing scholarship, contributors conceptualize literacy as social practice and discuss a variety of literacies—including engineering literacies, community literacies, and bilingual and multicultural literacies and more—through real-world and insightful examples. By situating literacy learning in the complex social, cultural, and historical contexts in which students, teachers, and families live and work, chapter authors provide nuanced, qualitative, and deeply profound views of literacy learning. Critical and informative, with a myriad of examples on co-constructed opportunities for learning, this volume is an essential text for graduate courses on literacy education, and for literacy researchers, teacher educators, and teachers.

This book explores the conceptual framework, opportunities for learning, as a transaction between literacy learners, mediating agents, and the literacy content to be learned within social, cultural, and historical contexts. With contributions from top scholars from around the world, the chapters in this book provide a window into the varied ways learners, their families, educators, and researchers have co-constructed opportunities for learning in a range of PK-12 classrooms, community settings, and university classrooms across the globe. Building on decades of existing scholarship, contributors conceptualize literacy as social practice and discuss a variety of literacies—including engineering literacies, community literacies, and bilingual and multicultural literacies and more—through real-world and insightful examples. By situating literacy learning in the complex social, cultural, and historical contexts in which students, teachers, and families live and work, chapter authors provide nuanced, qualitative, and deeply profound views of literacy learning. Critical and informative, with a myriad of examples on co-constructed opportunities for learning, this volume is an essential text for graduate courses on literacy education, and for literacy researchers, teacher educators, and teachers.