David Ben Shannon – författare

This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings.It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conducted in England and supported by the Economic and Social Research Council [ES/W000571/1]. The study investigated the types of literacy research that reach teachers, the ways in which human and non-human actors mobilise research and the transformation of research as it circulates. The book argues that, for teachers to foster genuinely inclusive literacy classrooms, they need to be equipped to draw on understandings associated with a variety of theoretical perspectives and research traditions. It further explores the dynamics of research dissemination and the factors that influence the uptake and application of research findings in educational contexts. This work is an original and groundbreaking contribution to debates about the scope and focus of literacy education, the role of evidence-based teaching and approaches to professional learning.This book is of vital interest to scholars, researchers and students with interests in Literacy Education, Professional Development and the Ethics of Research. It challenges conventional wisdom, provokes thoughtful discussion and inspires readers to rethink the role and value of research in shaping literacy education that is inclusive, effective and meaningful.

This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings.It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conducted in England and supported by the Economic and Social Research Council [ES/W000571/1]. The study investigated the types of literacy research that reach teachers, the ways in which human and non-human actors mobilise research and the transformation of research as it circulates. The book argues that, for teachers to foster genuinely inclusive literacy classrooms, they need to be equipped to draw on understandings associated with a variety of theoretical perspectives and research traditions. It further explores the dynamics of research dissemination and the factors that influence the uptake and application of research findings in educational contexts. This work is an original and groundbreaking contribution to debates about the scope and focus of literacy education, the role of evidence-based teaching and approaches to professional learning.This book is of vital interest to scholars, researchers and students with interests in Literacy Education, Professional Development and the Ethics of Research. It challenges conventional wisdom, provokes thoughtful discussion and inspires readers to rethink the role and value of research in shaping literacy education that is inclusive, effective and meaningful.

Challenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young children’s improvisatory, creative, playful language practices.Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that ‘where’ talk happens—be it spoken, mimed, signed, or assisted through one or more communication tools—is not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.

Challenging dominant views of early childhood language development and knowledge, this thought-provoking volume illuminates the importance of place, the body, and movement in opening space for young children’s improvisatory, creative, playful language practices.Bringing together a rich collection of contemporary research and diverse perspectives, the book centers on the premise that ‘where’ talk happens—be it spoken, mimed, signed, or assisted through one or more communication tools—is not a neutral backdrop or controllable variable. Rather, it is deeply entangled in the emergence of language from bodies, in how these vocalizations make their way into the world, what they might feel like and set into motion, and how they are received, heard and listened to by other humans and by non-humans. Chapter authors introduce theories about language, body, and place, while also providing examples of what this work may look like in practice.This book is key reading for those who work with young children and families, including teachers, pre-service teachers studying child development, speech and language therapists, support workers, and those in the arts, cultural and environmental sectors. It is also highly relevant to researchers, literacy education scholars, and anyone who endeavors to think more expansively and critically about language and literacy in early childhood contexts.