The (im)materiality of literacy in early childhood: a socio-material approach to online and offline events
Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/149340 |
| Acceso en línea: | https://hdl.handle.net/11441/149340 https://doi.org/10.1177/1476718X20983852 |
| Access Level: | acceso abierto |
| Palabra clave: | Community literacy Early childhood Ethnographic research Multimodal/media literacies New literacies |
| Sumario: | Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im) material practices. These practices raise questions about their inclusion in current literacy development in schools |
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