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'I'm rewriting the law' when children bring literacy into nursery school.

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Title: 'I'm rewriting the law' when children bring literacy into nursery school.
Authors: Holm, Lars1 larsh@edu.au.dk, Laursen, Helle Pia1, Ahrenkiel, Annegrethe2
Source: Literacy. Jan2024, Vol. 58 Issue 1, p72-82. 11p.
Subject Terms: *Literacy, *Preschools, *Language & languages, Ethnology, Linguistics
Abstract: Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co‐creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning‐making around literacy. The analysis is based on ethnographic fieldwork in two nursery schools, in which we followed different children through their days in order to explore how they used language in different contexts, what characterised their language practices and what appeared to encourage and constrain their desire to express themselves. It shows how the written word means much more to children than knowledge about the structure of books and identification of letters and how children draw on their own experience and include the place and the available materials in their joint meaning‐making processes. Against this background, we argue for the need for a reconceptualisation of what literacy is and can be in a nursery school context and for a discussion of the implications of this for teaching literacy. [ABSTRACT FROM AUTHOR]
Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 'I'm rewriting the law' when children bring literacy into nursery school.
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  Data: Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co‐creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning‐making around literacy. The analysis is based on ethnographic fieldwork in two nursery schools, in which we followed different children through their days in order to explore how they used language in different contexts, what characterised their language practices and what appeared to encourage and constrain their desire to express themselves. It shows how the written word means much more to children than knowledge about the structure of books and identification of letters and how children draw on their own experience and include the place and the available materials in their joint meaning‐making processes. Against this background, we argue for the need for a reconceptualisation of what literacy is and can be in a nursery school context and for a discussion of the implications of this for teaching literacy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/lit.12353
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      – SubjectFull: Language & languages
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              Text: Jan2024
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