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Empowering Agentic Literacies: A Case Study on Advocacy and Activism in a Preschool Classroom

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Title: Empowering Agentic Literacies: A Case Study on Advocacy and Activism in a Preschool Classroom
Language: English
Authors: Victoria Damjanovic (ORCID 0000-0001-8080-1737), Stephanie Branson
Source: Journal of Early Childhood Literacy. 2026 26(2):657-689.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 33
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Higher Education
Postsecondary Education
Descriptors: Early Childhood Education, Preschool Children, Preschool Teachers, Advocacy, Social Justice, Activism, Active Learning, Inquiry, Literacy, Educational Practices, College School Cooperation, Citizenship Education, Childrens Rights, Reading Material Selection, Family (Sociological Unit)
DOI: 10.1177/14687984251388516
ISSN: 1468-7984
1741-2919
Abstract: The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children's literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children's work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher's journal. Visual analysis was used to investigate children's work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children's agentic literacy practices and how children's wonderings drove discussions and actions around social justice issues in a contextualized meaningful way.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504015
Database: ERIC
FullText Text:
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  Data: Empowering Agentic Literacies: A Case Study on Advocacy and Activism in a Preschool Classroom
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Victoria+Damjanovic%22">Victoria Damjanovic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8080-1737">0000-0001-8080-1737</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Branson%22">Stephanie Branson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(2):657-689.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 33
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship+Education%22">Citizenship Education</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Material+Selection%22">Reading Material Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Family+%28Sociological+Unit%29%22">Family (Sociological Unit)</searchLink>
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  Group: ID
  Data: 10.1177/14687984251388516
– Name: ISSN
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  Data: 1468-7984<br />1741-2919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children's literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children's work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher's journal. Visual analysis was used to investigate children's work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children's agentic literacy practices and how children's wonderings drove discussions and actions around social justice issues in a contextualized meaningful way.
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  Data: 2026
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  Data: EJ1504015
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        Value: 10.1177/14687984251388516
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 657
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Teachers
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      – SubjectFull: Advocacy
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      – SubjectFull: Social Justice
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      – SubjectFull: Inquiry
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      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: College School Cooperation
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      – SubjectFull: Citizenship Education
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      – SubjectFull: Childrens Rights
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      – SubjectFull: Reading Material Selection
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      – SubjectFull: Family (Sociological Unit)
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    Titles:
      – TitleFull: Empowering Agentic Literacies: A Case Study on Advocacy and Activism in a Preschool Classroom
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            NameFull: Victoria Damjanovic
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            NameFull: Stephanie Branson
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              Value: 26
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