Jackie Marsh – författare

Challenging deficit notions of play in contemporary society and providing evidence to contest the recurrent myth of the disappearance of play, the book:

"Using the work of Iona and Peter Opie as a benchmark, Changing Play tracks the continuities in children's play and the changes that have taken place over the past half-century. The research juxtaposes the memories of children who grew up in the 1950s and 1960s with observations of and conversations with today's children in Sheffield and London; in doing so it allays much of the current anxiety about consumption and the media. Timely and topical, Changing Play will find its place alongside the Opies' classic volumes." Hugh Cunningham, University of Kent, UKAuthor of The Invention of Childhood

"This important new text challenges the prevailing view that children's play has been contaminated by access to digital technologies. In exploring accounts of children's play from the 1950s and 60s to the present day against the backdrop of rapid changes within media and commercial markets, the authors skillfully reveal the particular ways in which children's play has changed and stayed the same. In so doing, they invite the reader to reject romantic notions of 'lost childhoods' and embrace the realities and richness of children's play in the 21st century. I highly recommend this book."Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK

Challenging deficit notions of play in contemporary society and providing evidence to contest the recurrent myth of the disappearance of play, the book:

"Using the work of Iona and Peter Opie as a benchmark, Changing Play tracks the continuities in children''s play and the changes that have taken place over the past half-century. The research juxtaposes the memories of children who grew up in the 1950s and 1960s with observations of and conversations with today''s children in Sheffield and London; in doing so it allays much of the current anxiety about consumption and the media. Timely and topical, Changing Play will find its place alongside the Opies'' classic volumes." Hugh Cunningham, University of Kent, UKAuthor of The Invention of Childhood

"This important new text challenges the prevailing view that children''s play has been contaminated by access to digital technologies. In exploring accounts of children''s play from the 1950s and 60s to the present day against the backdrop of rapid changes within media and commercial markets, the authors skillfully reveal the particular ways in which children''s play has changed and stayed the same. In so doing, they invite the reader to reject romantic notions of ''lost childhoods'' and embrace the realities and richness of children''s play in the 21st century. I highly recommend this book."Professor Trisha Maynard, Director, Research Centre for Children, Families and Communities, Canterbury Christ Church University, UK

Enhancing Digital Literacy and Creativity is an exploration of how young children gain digital literacies in ‘makerspaces.’ The international authors investigate how hands-on experimentation with a variety of materials - from traditional arts and crafts to contemporary digital tools like 3D printers and laser cutters - can aid children in their development of play, creativity and storytelling. From museums to libraries, nursery schools to community centres, this research shows how ‘making’ supports the development of creative skills and introduces concepts to be explored in a variety of environments and contexts.

Drawing on examples from around the globe, described by a range of international academics, Enhancing Digital Literacy and Creativity includes chapters on:

This book will be a valuable resource for students and researchers in the fields of education and digital literacies; early childhood teacher educators and practitioners; librarians; museum educators; and makerspace staff.

Enhancing Digital Literacy and Creativity is an exploration of how young children gain digital literacies in ‘makerspaces.’ The international authors investigate how hands-on experimentation with a variety of materials - from traditional arts and crafts to contemporary digital tools like 3D printers and laser cutters - can aid children in their development of play, creativity and storytelling. From museums to libraries, nursery schools to community centres, this research shows how ‘making’ supports the development of creative skills and introduces concepts to be explored in a variety of environments and contexts.

Drawing on examples from around the globe, described by a range of international academics, Enhancing Digital Literacy and Creativity includes chapters on:

This book will be a valuable resource for students and researchers in the fields of education and digital literacies; early childhood teacher educators and practitioners; librarians; museum educators; and makerspace staff.

This book demonstrates how to use children's interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies.

Teachers are often concerned about issues of sexism, racism, violence and commercialism within the discourse of children's media texts. The authors address each of these areas and show how such issues can be explored directly with children. They present classroom examples of the use of popular culture to develop literacy in schools and include interviews with children and teachers regarding this work.

This book is relevant to all teachers and students who want to develop their understanding of the nature and potential role of popular culture within the curriculum. It will also be useful to language co-ordinators, advisers, teacher educators and anyone interested in media education in the 5-12 age-range.

This book demonstrates how to use children's interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies.

Teachers are often concerned about issues of sexism, racism, violence and commercialism within the discourse of children's media texts. The authors address each of these areas and show how such issues can be explored directly with children. They present classroom examples of the use of popular culture to develop literacy in schools and include interviews with children and teachers regarding this work.

This book is relevant to all teachers and students who want to develop their understanding of the nature and potential role of popular culture within the curriculum. It will also be useful to language co-ordinators, advisers, teacher educators and anyone interested in media education in the 5-12 age-range.

This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale.

The new edition contains a greater range of methodologies, and chapters on:

- space and literacy

- disabilities and early childhood literacy

- digital literacies

- indigenous literacy

- play and literacy

- policy

In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge.

The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel.

'The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century'

-Professor Teresa Cremin, Open University UK

'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences'

- Yetta Goodman, Regents Professor, University of Arizona

This bold, forward-thinking text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s in-school and out-of-school popular culture practices.

By providing a sound theoretical framework and addressing popular culture and new technologies in the context of literacy teacher education, this book marks a significant step forward in literacy teaching and learning. It takes a cross-disciplinary approach and brings together contributions from some of the world’s leading figures in the field. Topics addressed include:

This book illustrates the way in which literacy is evolving through popular culture and new technology and is an influential read for teachers, students, researchers and policy makers.

This bold, forward-thinking text offers a clear rationale for the development of curricula and pedagogy that will reflect young people’s in-school and out-of-school popular culture practices.

By providing a sound theoretical framework and addressing popular culture and new technologies in the context of literacy teacher education, this book marks a significant step forward in literacy teaching and learning. It takes a cross-disciplinary approach and brings together contributions from some of the world’s leading figures in the field. Topics addressed include:

This book illustrates the way in which literacy is evolving through popular culture and new technology and is an influential read for teachers, students, researchers and policy makers.

This book offers a range of perspectives on children''s multimodal experiences, providing a ground-breaking account of the ways in which children engage with popular culture, media and digital literacy practices from their earliest years. Many young children have extensive experience of film, television, printed media, computer games, mobile phones and the Internet from birth, yet their reaction to media texts is rarely acknowledged in the national curricula of any country.

This seminal text focuses on children from birth to eight years, addressing issues such as:

* media and identity construction* media literacy practices in the home* the changing nature of literacy in technologically advanced societies* The place of popular and media texts in children''s lives and the use of such texts in the curriculum.

By exploring children''s engagement with popular culture, media and digital texts in the home, community and early years settings, the contributors look at empirical studies from around the world, and draw out vital new theoretical issues relating to children''s emergent techno-literacy practices.

With an unmatchable team of international experts evaluating topics from text-messaging to the Teletubbies, this book is a long-overdue, fascinating and illuminating read for policy-makers, educational researchers and practitioners, and crosses over to appeal to those in the linguistics field.

This book offers a range of perspectives on children''s multimodal experiences, providing a ground-breaking account of the ways in which children engage with popular culture, media and digital literacy practices from their earliest years. Many young children have extensive experience of film, television, printed media, computer games, mobile phones and the Internet from birth, yet their reaction to media texts is rarely acknowledged in the national curricula of any country.

This seminal text focuses on children from birth to eight years, addressing issues such as:

* media and identity construction* media literacy practices in the home* the changing nature of literacy in technologically advanced societies* The place of popular and media texts in children''s lives and the use of such texts in the curriculum.

By exploring children''s engagement with popular culture, media and digital texts in the home, community and early years settings, the contributors look at empirical studies from around the world, and draw out vital new theoretical issues relating to children''s emergent techno-literacy practices.

With an unmatchable team of international experts evaluating topics from text-messaging to the Teletubbies, this book is a long-overdue, fascinating and illuminating read for policy-makers, educational researchers and practitioners, and crosses over to appeal to those in the linguistics field.

Recent work on children''s digital cultures has identified a range of literacies emerging through children''s engagement with new media technologies. This edited collection focuses on children''s digital cultures, specifically examining the role of play and creativity in learning with these new technologies.

The chapters in this book were contributed by an international range of respected researchers, who seek to extend our understandings of children''s interactions with new media, both within and outside of school. They address and provide evidence for continuing debates around the following questions: What notions of creativity are useful in our fields? How does an understanding of play inform analysis of children''s engagement with digital cultures? How might school practice take account of out-of-school learning in relation to digital cultures? How can we understand children''s engagements with digital technologies in commercialized spaces?

Offering current research, theoretical debate and empirical studies, this intriguing text will challenge the thinking of scholars and teachers alike as it explores the evolving nature of play within the media landscape of the twenty-first century.

Recent work on children''s digital cultures has identified a range of literacies emerging through children''s engagement with new media technologies. This edited collection focuses on children''s digital cultures, specifically examining the role of play and creativity in learning with these new technologies.

The chapters in this book were contributed by an international range of respected researchers, who seek to extend our understandings of children''s interactions with new media, both within and outside of school. They address and provide evidence for continuing debates around the following questions: What notions of creativity are useful in our fields? How does an understanding of play inform analysis of children''s engagement with digital cultures? How might school practice take account of out-of-school learning in relation to digital cultures? How can we understand children''s engagements with digital technologies in commercialized spaces?

Offering current research, theoretical debate and empirical studies, this intriguing text will challenge the thinking of scholars and teachers alike as it explores the evolving nature of play within the media landscape of the twenty-first century.

The growth of interest in virtual worlds and other online spaces for children and young people raises important issues for literacy educators and researchers. This book is a timely and much-needed collection of current research in the area. It provides a synthesis of knowledge and understanding and will be a key resource for scholars, students and teachers, particularly those interested in digital literacies. The work presents a coherent vision of current knowledge, and some of the most engaging, empirical research being undertaken on virtual worlds and online spaces in and beyond educational institutions. It contains international studies from the UK, North America and Australasia.

This is an important time for those researching virtual worlds, videogaming and Web 2.0 technologies, since there is growing professional interest in their significance in the education and development of children and young people. Whether these technologies are solely associated with informal learning or whether they should be incorporated into classroom contexts is hotly debated. This book provides a principled evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments, showing children, young people and those who work with them as active agents with possibilities to navigate new paths.

The growth of interest in virtual worlds and other online spaces for children and young people raises important issues for literacy educators and researchers. This book is a timely and much-needed collection of current research in the area. It provides a synthesis of knowledge and understanding and will be a key resource for scholars, students and teachers, particularly those interested in digital literacies. The work presents a coherent vision of current knowledge, and some of the most engaging, empirical research being undertaken on virtual worlds and online spaces in and beyond educational institutions. It contains international studies from the UK, North America and Australasia.

This is an important time for those researching virtual worlds, videogaming and Web 2.0 technologies, since there is growing professional interest in their significance in the education and development of children and young people. Whether these technologies are solely associated with informal learning or whether they should be incorporated into classroom contexts is hotly debated. This book provides a principled evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments, showing children, young people and those who work with them as active agents with possibilities to navigate new paths.

Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.

Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander and Patricia Enciso.

The text also offers reflections on theoretical foundations for research, exploring literacy as a practice grounded in social, cultural, historical and political contexts and in relationships of power. This second edition includes:

Essential reading for students at undergraduate and post-graduate level on primary education courses and an invaluable guide for anyone wanting to understand literacy theory and successfully apply this to the classroom. 

This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy.

Explored in the book are:

-the relationship between play and literacy;

-the role environmental print has in early literacy development;

-the language and literacy development of young bilinguals;

-ideas, suggestions and justifications for the use of poetry;

-a two-year research project, funded by Creative Partnerships; and

-key issues relating to family literacy.

Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.

Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander and Patricia Enciso.

The text also offers reflections on theoretical foundations for research, exploring literacy as a practice grounded in social, cultural, historical and political contexts and in relationships of power. This second edition includes:

Essential reading for students at undergraduate and post-graduate level on primary education courses and an invaluable guide for anyone wanting to understand literacy theory and successfully apply this to the classroom.