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The elementary school library: Tensions between access and censorship
Abstract
Children’s news media offers access points for students to learn about the complex and evolving world around them, and school libraries are spaces where students develop the skills and knowledge necessary to interact with media. Yet despite the potential of children’s news media, school libraries often become regulatory spaces where children are directed away from texts (both digital and printed) that are deemed inappropriate due to sophisticated content (Heins, 2007) or in some cases, are encouraged to read on their “level” (Kontovourki, 2012). This constructs children as vulnerable and in need of protection (Robinson, 2013). Instead, I seek to position the focal children as active, critical agents at the center of their own lives. In this article, I analyze conceptions of childhood innocence (James and Prout, 1997), arguing that both childhood and literacy are fluid and permeable constructions. I ask: What are the ways in which texts and literacy practices are censored in one elementary school library? To investigate this, I followed one school librarian, Deborah, and three first-grade students in their school library at City Partnership School as they navigated texts, learned about the world around them through multimedia platforms, and constructed their own identities as readers in a system with clear expectations for what a “readerly” identity looks like.
... Prinsip dari pelaksanaan Gerakan literasi yakni menjadikan literasi sebagai prioritas tujuan dalam program di lembaga pemerintah atau non pemerintah (Khusna et al., 2022;Mustangin et al., 2021). Di ranah Sekolah, program gerakan literasi merupakan upaya langsung pada bidang pendidikan untuk menumbuhkan minat baca sejak dini yang terintegrasi dalam program ekstrakurikuler dengan memberdayakan perpustakaan sekolah (Fadhli, 2021;Rumberger, 2019). Program ini dikembangkan untuk membekali kemampuan dasar literasi baca tulis kepada peserta didik, karena melalui pembiasaan literasi baca siswa akan lebih mudah dalam memahami materi pelajaran dan menghadapi berbagai tantangan yang ada (Magdalena et al., 2019;Vaknin-Nusbaum et al., 2020). ...
... Di samping kurikulum sebagai acuan, lingkungan masyarakat khususnya orang tua mendukung dan ikut serta dalam pelaksanaan program ini. Keterlibatan orang tua memberikan dampak bagi keterampilan literasi baca tulis siswa/anak mereka sendiri di sekolah (Fadhli, 2021;Rumberger, 2019). Keterlibatan orang tua dalam program literasi di sekolah didukung oleh komitment orang tua sepenuhnya di rumah dengan mengikuti sistem yang berlaku (Magdalena et al., 2019;Vaknin-Nusbaum et al., 2020). ...
Rendahnya kemampuan literasi menyebabkan minat baca kurang di kalangan siswa sekolah dasar. Penelitian ini bertujuan untuk menganalisis keterlaksanaan program Literasi Baca Tulis, faktor pendukung dan faktor penghambat serta masukan untuk perbaikan program. Penelitian ini menggunakan metode evaluasi CIPP dalam menganalisis program Literasi Baca Tulis. Subjek dalam penelitian ini adalah 1 Kepala Sekolah, 1 Kepala Perpustakaan, 6 Guru Kelas dan 5 Pengelola perpustakaan dari perwakilan orang tua di sekolah dasar. Pengumpulan data dilakukan menggunakan metode wawancara, observasi, dan studi dokumentasi, dengan instrument penelitian berupa pedoman wawancara dan pedoman observasi. Data yang diperoleh kemudian dianalisis dengan menggunakan teknik analisis deskriptif kualitatif. Hasil analisis penelitian menunjukkan bahwa Contex tujuan program tercapai sesuai rencana dan selaras dengan visi misi sekolah, sedangkan Input sarana prasarana sudah memadai namun kemampuan pendidik belum bisa memanfaatkannya dengan baik. Pada komponen Process, program dilaksanakan sudah sesuai rencana, dan pada komponen Product luaran/output yang diharapkan belum tercapai secara maksimal. Faktor pendukung program adalah antusias kerjasama guru dan orang tua serta dukungan tenaga dan materi dari alumni, sedangkan faktor penghambat adalah kompetensi pendidik serta kemampuan memanfaatkan fasilitas yang tersedia untuk menciptakan ekosistem kaya literasi masih kurang sehingga siswa kurang termotivasi dalam kegiatan literasi.
... Censorship of Information obstructs the child's selfdevelopment process and prevent them from recognizing their real world. This is because in order to be able to criticize their world, children need to be introduced and not deliberately protected from current events, controversial topics, and relevant conversations with the understanding that they will form their own opinions when given the opportunity to do so, whereas censorship blocks their Access to various information they can know (Rumberger, 2019;. ...
... Librarians in City Partnership School libraries play an important role in evaluating the quality of the content in the library, then immediately warn students to be careful in choosing information with the code "be careful what you put in your mind". The librarian also directs students to read books which according to them have good quality content and gives them suggestions for books to read (Rumberger, 2019). ...
This research investigates librarians' perspective towards censorship practices that apply in the world of education, especially at the primary and secondary levels. This practice operates under the pretext of keeping students from consuming information they do not deserve to know. This practice on the other hand is against the intellectual freedom of the individual. What is the perspective of librarians in dealing with this condition? By using the literature study method, the research is directed at mapping censorship issues that often occur at various levels of education and how librarians as library authorities respond to this condition. Research findings show that controversial issues such as sex education, LGBT and violence are issues that are often subject to censorship. Media that has experienced censorship is not only printed media, but other media including social media. Censorship does not only occur in classrooms by teachers, but also in libraries by librarians. Librarians managed this practice differently, some are against censorship and support intellectual freedom through various measures, but there are also librarians who support the practice of censorship with various arguments. This dualist attitude seems to arise because of various factors that influence librarians, both internal and external. Librarians' excuse against censorship is to support an atmosphere of intellectual freedom in schools. Meanwhile, librarians who support this practice argue because of pressure from outside themselves, such as orders from the school environment where they work. Of course, this difference in perspective must remain within the corridors of professionalism and the applicable code of ethics.
... Books that fail to fulfil their role are called trash (Knox, 2020). The results of a study conducted by Rumberger (2019) show that despite democratic principles, the school library often becomes a space where children and youth have limited access to both reading content and literacy practices considered undesirable, while at the same time the American Library Association establishes that many of the most banned and challenged literary works are often necessary in the educational process due to their educational value (Hennen, 2024). When teachers abandon their right and responsibility to select literature, they sacrifice their students to protect themselves (Freedman et al., 2000). ...
This study explores the views of younger adolescents in Croatia regarding book censorship. Censorship, defined as systematic control of freedom of thought and expression, has a long history and continues to be relevant in modern times, targeting various age groups, particularly children and youth. The study explores historical and contemporary justifications for censoring books for young people, emphasizing the belief that children need protection from inappropriate content. This belief is rooted in the idea that children are intellectually and emotionally different from adults, necessitating a separate and protected period of childhood. The study involved a survey conducted among 62 seventh and eighth-grade students in Osijek, Croatia. Findings revealed that many adolescents have a superficial understanding of censorship, often associating it with the prohibition of offensive language. Despite this, over half of the respondents admitted to reading books deemed inappropriate for their age. The study highlights the need for further education on censorship and suggests that including adolescents in discussions about reading materials could be beneficial, as their perspectives often differ significantly from those of adults.
... The education, occupation, and income of parents, as well as the size of the family and their health, all have a role in whether or not their children stay in school. There is a correlation between high unemployment, low parental income, and bad health outcomes, as well as haunting poverty (Rumberger, 2019). ...
In Pakistan, more female students drop out of school compared to their male counterparts. This study explores the diverse factors contributing to the dropout of female students in Pakistan. Through a thematic analysis of literature available, various factors impacting the dropout rates of female students in Pakistan were identified. These include school-related factors, teachers' attitudes, academic difficulties, geographic considerations, socioeconomic conditions, parental educational backgrounds, and gender-related issues such as pregnancy, early marriage, and gender discrimination. Highlighting these challenges is essential for developing targeted interventions and legislative actions aimed at fostering a supportive learning environment. Addressing these issues is a crucial step towards reducing dropout rates among female students and promoting educational inclusivity in Pakistan.
Effectively learning to evaluate sources, especially when conducting online research, is an essential skill for middle‐grade students. This article argues that supporting students in learning to evaluate sources must involve using critical consciousness skills to do so, or the evaluation is incomplete. In the article, the authors expand the critical online reasoning and evaluation (CORE) framework to support students in learning to read in a critically conscious way. Critical consciousness is a key means for students to use in learning and solidifying critical literacy skills, and this focus is essential if we are to support students in learning to “read the word and the world.”
The concept of identity has been used to interrogate a wide range of topics about children’s learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study.
Background
Challenges to books are surging across the United States, and books that portray diverse human experiences are particularly targeted. Censorship has deleterious consequences, such as undermining children’s intellectual freedom and influencing educators’ book selections. In a climate of censorship, when educators face the realistic possibility of a challenge, diverse voices may be silenced, and real-world issues avoided. Despite the impact that book challenges have, the experiences of educators who have faced them are understudied.
Purpose
This study investigates the self-reported experiences of seven educators who have been involved in book challenges within K–12 public schools within the United States. Its goal is to yield new insights about how educators perceive the experience of censorship and what resources they leverage as they defend children’s right to read. It is significant because the lessons learned from these educators may be instructive for novice and veteran teachers and school librarians who are facing censorship—an increasingly likely possibility in contemporary times. It also highlights the range of forms that censorship takes within today’s schools.
Research Design
This research employs a collective case study design. Seven teachers and school librarians from K–12 public schools across the United States were interviewed about their experiences with book challenges and other forms of censorship. Interview transcripts were qualitatively analyzed using Pierre Bourdieu’s types of cultural capital as a framework. Within-case and cross-case analyses are presented.
Conclusions
Participants drew from various forms of cultural capital in their efforts to defend children’s intellectual freedom, including their professional ethics, school policies, and institutional knowledge. The study emphasizes the importance of building cultural capital among pre- and in-service educators within university preparation and professional development programs. It also calls on professional groups within education and librarianship to take an organized stand against censorship.
This article explores how social media use in formal and informal learning spaces can support the development of digital citizenship for secondary school students. As students increasingly spend large amounts of time online (e.g., an average of six hours of screen time per day, excluding school and homework), it is critical that they are developing skills enabling them to find, evaluate, and share information responsibly, engage in constructive conversation with others from diverse backgrounds, and to ensure their online participation is safe, ethical, and legal. And, yet, in spite of the importance of students learning these skills, opportunities for digital citizenship in formal and informal learning spaces have lagged behind our ideals. The article provides a conceptual analysis of civic engagement as digital citizenship and considers how digital media applications can support citizenship education in middle- and high-school grades. Then, empirical research is provided that demonstrates how high school students develop digital citizenship practices through out-of-school practices. Finally, this article suggests that both dimensions of digital citizenship (i.e., in-school, traditional citizenship education and out-of-school activities aimed at civic engagement) can be integrated through a social media-facilitated curriculum. Finally, recommendations for teaching and learning through social media are offered to educators, community members, practitioners, parents, and others.
This article critically examines moral panic as a political strategy in maintaining the hegemony of the nuclear family, the sanctity of hetereosexual relationships and the heteronormative social order. It focuses on the moral panic associated with children and sexuality, particularly that which is manifested around non-heterosexual subjectivities. The discussion is based on media representations of the moral panic associated with the Play School saga, The Tillman Child Care Centre / Learn to Include booklets and the We’re Here resource. It explores the hegemonic discourses around childhood innocence, sexuality and the construction of the homosexual as ‘folk devil’ and shows how these discourses are mobilised by conservative politicians and moral entrepreneurs to strategically instigate a moral panic at critical points in time.
In a study of socioeconomically disadvantaged children's acquisition of school literacies, a university research team investigated how a group of teachers negotiated critical literacies and explored notions of social power with elementary children in a suburban school located in an area of high poverty. Here we focus on a grade 2/3 classroom where the teacher and children became involved in a local urban renewal project and on how in the process the children wrote about place and power. Using the students' concerns about their neighborhood, the teacher engaged her class in a critical literacy project that not only involved a complex set of literate practices but also taught the children about power and the possibilities for local civic action. In particular, we discuss examples of children's drawing and writing about their neighborhoods and their lives. We explore how children's writing and drawing might be key elements in developing "critical literacies" in elementary school settings. We consider how such classroom writing can be a mediator of emotions, intellectual and academic learning, social practice, and political activism.
The maker movement consists of a growing culture of hands-on making, creating, designing, and innovating. A hallmark of the maker movement is its do-it-yourself (or do-it-with-others) mindset that brings individuals together around a range of activities, both high- and low-tech, all involving some form of creation or repair. The movement's shared commitment to open exploration, intrinsic interest, and creative ideas can help to transform STEM and arts education. The authors profile several forms of making, makerspaces, and maker networks, and conclude with some ways the movement spreads innovation, providing potential guidance for educational reform.
Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children's access to certain knowledge and explores how this regulation contributes to the construction of childhood, to children's vulnerability and to the constitution of the 'good' future citizen in developed countries. Through this controversial analysis, Kerry H. Robinson critically engages with the relationships between childhood, sexuality, innocence, moral panic, censorship and notions of citizenship. This book highlights how the strict regulation of children's knowledge, often in the name of protection or in the child's best interest, can ironically, increase children's prejudice around difference, increase their vulnerability to exploitation and abuse, and undermine their abilities to become competent adolescents and adults. Within her work Robinson draws upon empirical research to: provide an overview of the regulation and governance of children's access to 'difficult knowledge', particularly knowledge of sexuality explore and develop Foucault's work on the relationship between childhood and sexuality identify the impact of these discourses on adults' understanding of childhood, and the tension that exists between their own perceptions of sexual knowledge, and the perceptions of children reconceptualise children's education around sexuality. Innocence, Knowledge and the Construction of Childhood is essential reading for both undergraduate and postgraduate students undertaking courses in education, particularly with a focus on early childhood or primary teaching, as well as in other disciplines such as sociology, gender and sexuality studies, and cultural studies.
Reading education has been high on the public policy agenda in the United States. This article addresses the question of why public and school libraries have not been actively involved in legislative efforts to promote children's reading development. An historical perspective on the place of libraries in current reading education policy in the United States is provided, and two possibilities are assessed—1) that libraries have changed, shifting in their institutional identity, and 2) that conceptions of the reading process and the best instructional practices have undergone a dramatic transformation in the wake of the cognitive revolution. The author concludes that newer models of reading focus on cognition and the sociocultural contexts in which literacy occurs, and justify greater attention to the role of libraries in children's print literacy development.
By focusing on critical geographies, landscape, and spatial literacy, this article evaluates a semester-long spatial justice project conducted in a preservice teacher education program. The analysis recognizes the limitations of reading the products literally as a means of comprehending spatial representation. It expands the analysis by hacking the products and producing new landscapes to read against or up against the products as sociospatial texts. It considers the deployment of landscape concepts—borders, the representation of tension, and the gaze and subjectivity of the reader-authors—as central elements of spatial literacy that is of consequence.
From Huckleberry Finn to Harry Potter, from Internet filters to the v-chip, censorship exercised on behalf of children and adolescents is often based on the assumption that they must be protected from "indecent" information that might harm their development-whether in art, in literature, or on a Web site. But where does this assumption come from, and is it true? In Not in Front of the Children, Marjorie Heins explores the fascinating history of "indecency" laws and other restrictions aimed at protecting youth. From Plato's argument for rigid censorship, through Victorian laws aimed at repressing libidinous thoughts, to contemporary battles over sex education in public schools and violence in the media, Heins guides us through what became, and remains, an ideological minefield. With fascinating examples drawn from around the globe, she suggests that the "harm to minors" argument rests on shaky foundations. There is an urgent need for informed, dispassionate debate about the perceived conflict between the free-expression rights of young people and the widespread urge to shield them from expression that is considered harmful. Not in Front of the Children spurs this long-needed conversation.
As new standards require that teachers and schools move to incorporate argument writing beginning in the earliest grades, young children’s interactions with opportunities to formulate claims require further investigation. This article, part of a yearlong ethnographic study of a first-grade class, examines young children’s practices of argument writing during a 6-week unit that invited them to take a stance on issues in their lives they considered unfair. I utilize feminist epistemologies to understand the ways children drew on their embodied knowledge to make normative claims about the world and investigate social justice concerns. Analysis focuses on the teacher’s and students’ characterizations of writing arguments and the discursive negotiation of what writing comes to mean for differently situated participants, including areas of contestation. This study illuminates the interrelationship between specific features of argument, the premises of the genre, and children’s lived experiences, and proposes a continuum of argumentation. In contrast to the dominant rationalities codified in writing standards and curricular mandates, findings suggest that young children engaged with composing arguments in ways that displayed an alternative rationality derived from their social locations. Through sponsorship from their teacher, the children came to see their personal experiences as central to the arguments they were constructing, and their role as writers as moving beyond disinterested discernment of contrasting perspectives to seeing themselves as invested in the issues under study. Implications for research and practice in early childhood literacy are discussed.
Play is well documented as a purposeful, authentic way for children to engage in literacy practices. Although the benefits of play are widely agreed upon, there is some debate regarding its place in school. In fact, play is often marginalized in place of ‘back to the basics' language instruction. For kindergartners, this means word recognition drills, letter-sound correspondence exercises, and other decontextualized exercises. Increased pressures translate into directive language instruction rather than a social space for contextualized language use. In this two-month case study of a diverse kindergarten classroom, the practices are highlighted of a group of children that engaged in school writing tasks within their play. Given the space to play, children used the resources of popular culture and childhood interests with the academic tasks of writing, word and letter recognition, and phonics-based instruction. Peer interactions in play connected fluidly to their formal reading and writing tasks. The findings show the importance of play as a way for children to negotiate relationships, construct multiple identities, and explore social constructs especially that of gender. Most importantly, there is potential for formal language tasks to be enacted in authentic ways through children's play.
This article explores the conditions under which the sociology of childhood was created, suggests some of the problems encountered in this effort and points to some possible remedies. It is argued that the construction of a sociology of childhood entailed a double task. First, space had to be created for childhood within sociological discourse. Second, the increasing complexity and ambiguity of childhood as a contemporary, destabilized phenomenon had to be confronted. It is argued that, whilst a space for childhood has been created, this was accomplished largely in terms of modernist sociology, a discourse that was increasingly unable to deal adequately with the destabilized world of late modernity. An important aspect of this problem is apparent in the reproduction within the sociology of childhood of the dichotomized oppositions that characterize modernist sociology. Three of these oppositions (agency and structure, nature and culture, being and becoming) are explored. It is suggested that moving the sociology of childhood beyond the grip of such modernist thinking entails developing a strategy for ‘including the excluded middle’. Inter alia this may necessitate greater attention to the interdisciplinarity and the hybridity of childhood; being symmetrical about how childhoods are constructed; attending to the networks, flows and mediations of its production, and the co-construction of generational relations.
This article examines the reading of leveled books and the assessment of students reading levels in a public school classroom. The purpose of the research study was to examine how these processes of assessment, which often go unnoticed, shaped the ways reading and readers were defined. The research was located in a third grade, public school classroom in a large metropolitan city in the United States. Theoretically grounded in sociocultural perspectives on literacy and poststructural notions of power and positioning, the research methodology involved a series of nested case studies of the classroom as a whole and of one particular reader, whose performances allowed a more nuanced understanding of the dynamics of reading levels and reading leveled books in the particular classroom. Data analysis involved the thematic analysis of reading events with the purpose of identifying the materials, norms, and routines connected to reading leveled books. Attention was paid to processes of naming, to students efforts to discipline selves and others, and to the meaning of reading as measurable that extended beyond the boundaries of the local classroom and into broader institutional contexts. This allowed tracing and interpreting the productive and regulatory power of leveling. The findings show that reading leveled books and assessing students levels were integral parts of schooled literacy as performed in the particular classroom. The study offers grounded theoretical hypotheses about the intersection of reading instruction and assessment and calls readers to consider the complexities of reading and reading instruction in elementary classrooms.
ABSTRACTS
There is a pervasive silence in literacy research around matters of race, especially with both young people and white people. In this article we illustrate that young white children can and do talk about race, racism, and antiracism within the context of the literacy curriculum. Using a reconstructed framework for analyzing “white talk,” one that relies on literature in whiteness studies and critical race theory and draws on critical discourse analytic frameworks, we illustrate what talk around race sounds like for white second‐grade students and their teachers. This research makes several contributions to the literature. We provide a detailed method for coding interactional data using critical discourse analysis and a lens from critical race theory and whiteness studies. We also illustrate the instability of racial‐identity formation and the implications for teachers and students when race is addressed in primary classrooms. Ultimately, we argue that racial‐literacy development, like other literate process in the classroom, must be guided.
Existe un silencio persistente en la investigación en alfabetización en cuanto a las cuestiones de raza, especialmente con jóvenes y con blancos. En este artículo mostramos que los niños blancos hablan de raza, racismo y anti‐racismo en el contexto del currículo de alfabetización. Mediante un marco reconstruido para analizar el “habla de los blancos” basado en la literatura sobre los estudios de la “blancura”, la teoría crítica de la raza y el análisis crítico del discurso, ilustramos cómo se percibe el hablar sobre la raza entre estudiantes blancos de segundo grado y sus docentes. Esta investigación hace varias contribuciones a la literatura. Proporcionamos un método detallado para codificar los datos de la interacción usando el análisis crítico del discurso y una perspectiva de la teoría crítica de la raza y los estudios de la “blancura”. También ilustramos la inestabilidad de la formación de la identidad racial y las implicancias para docentes y estudiantes cuando se toca el tema de la raza en la escuela primaria. Por último argumentamos que el desarrollo racial de la alfabetización, como otros procesos educativos en el aula, debe ser guiado.
Es besteht ein hartnäckiges Schweigen in der Schreib‐ und Leseforschung über Rassenangelegenheiten, besonders sowohl bei jungen Leuten als auch unter Weißen. In diesem Artikel zeichnen wir auf, dass junge weiße Kinder über Rasse, Rassismus und Anti‐Rassismus innerhalb des Schreib‐ und Leselehrplankontextes sprechen können und auch sprechen. Durch Anwendung eines rekonstruierten Rahmenwerkes zum Analysieren von „weißem Gerede”, welches aufs Schreiben und Lesen von Studien darüber weiß zu sein und auf einer kritischen Rassentheorie beruht und sich auf den kritischen Diskurs analytischer Rahmenbedingungen beruft, illustrieren wir wie Gespräche um Rassenzugehörigkeit unter weißen Schülern der zweiten Klasse und ihren Lehrern klingen. Diese Untersuchung besteht aus verschiedenen Beiträgen zur Literatur. Wir vermitteln eine detaillierte Methode zum Kodieren von wechselwirksamen Daten unter Nutzung der kritischen Diskursanalyse und einem Bereich kritischer Rassentheorie und der Studien des Weißseins. Ebenfalls illustrieren wir die Instabilität in der rassenzugehörigen Identitätsformation und die Auswirkungen für Lehrer und Schüler, sobald die Rasse in Klassenräumen der Unterstufen angesprochen wird. Schließlich argumentieren wir, dass rassisch bedingte Schreib‐ und Leseentwicklung, wie andere Bildungsprozesse, im Klassenraum anleitend gesteuert werden müssen.
Il y a un silence pesant dans la recherche en lecture‐écriture au sujet des questions de race, notamment quand il s'agit de jeunes et de blancs. Dans cet article nous montrons que de jeunes enfants blancs peuvent parler et parlent effectivement de race, de racisme, et d'anti‐racisme dans le contexte du programme de lecture‐écriture. En utilisant une structure reconstruite pour analyser le « parler blanc », en relation avec la littérature des études blanches et la théorie critique de la race et qui s'inspire des structures analytiques du discours critique, nous montrons à quoi ressemble ce que disent de la race des enfants blancs de seconde année et leurs maîtres. Cette recherche fournit plusieurs contributions à la littérature. Nous apportons une méthode détaillée de codage de données interactives utilisant une analyse critique du discours et une loupe provenant de la théorie critique de la race et des études blanches. Nous montrons également l'instabilité de la formation de l'identité raciale et l'implication des maîtres et des élèves quand il est question de race à l'école primaire. Enfin, nous soutenons que le développement de la lectureé‐criture raciale, comme tout autre processus de lecture‐écriture à l'école, doit être dirigé.
Literacy - the ability to produce and interpret written text - has long been viewed as the basis of all school achievement; a measure of success that defines both an ‘educated’ person, and an educable one. In this volume, a team of leading experts raise questions central to the acquisition of literacy. Why do children with similar classroom experiences show different levels of educational achievement? And why do these differences in literacy, and ultimately employability, persist? By looking critically at the western view of a ‘literate’ person, the authors present a new perspective on literary acquisition, viewing it as a socially constructed skill, whereby children must acquire discourse strategies that are socially ‘approved’. This extensively-revised second edition contains an updated introduction and bibliography, and each chapter has been re-written to account for the most recent research. Groundbreaking and revealing, this volume will continue to have far-reaching implications for educational theory and practice.
This study addresses the relations between parental rules regarding television use (for time and program, respectively) and television use among very young children (ages 0 to 6). Higher education level was related to rules of both types, whereas higher household income was related to having program rules. Parents with time rules reported their children watching less television, but parents with program rules reported their children watching more television. Parents with program rules were more likely to have positive attitudes toward television and more likely to be present when their children were viewing. Parents with both types of rules were more likely to see their children imitating positive behaviors from television, whereas parents with program rules were more likely to see their children imitating negative behaviors. Exploratory path models suggest that the processes by which television time rules and television program rules are related to young children’s viewing differ in important ways.
When the first edition of this seminal work appeared in 1990, the sociology of childhood was only just beginning to emerge as a distinct sub-discipline. Drawing together strands of existing sociological writing about childhood and shaping them into a new paradigm, the original edition of this Routledge Classic offered a potent blend of ideas that informed, even inspired, many empirical studies of children's lives because it provided a unique lens through which to think about childhood. Featuring a collection of articles which summarised the developments in the study of childhood across the social sciences, including history, psychology, sociology, anthropology, feminist and developmental studies, scholars and professionals from developed and developing countries world-wide shared their knowledge of having worked and of working with children. Now with a new introduction from the editors to contextualise it into the 21st century, this truly ground-breaking text which helped establish childhood studies as a distinctive field of enquiry is being republished.
Explains why implementing integrated curricula is probably a lost cause in the long term. Argues that there are hidden possibilities in a fragmented school curriculum that, ironically, may provide teachers with more opportunities to respond to both their own and students' needs. Presents evidence from a comparative study of three school libraries. (SR)
This article offers an ethnographic description of the processes of enculturation that occurred within three school libraries, and considers how such libraries may be considered cultural sites in their own right, apart from other aspects of schooling. The study examines third-grade students' patterns of response to implicit and explicit messages about the value and function of literacy in their lives as they are encoded in the organization of three school libraries, in those libraries' texts, and in the discursive practices and backgrounds of their librarians. Analysis of these responses leads to an interrogation of two principal accounts of how educational institutions in general attempt to reproduce the social order of late industrial capitalism, either through students' resistance to dominant ideological practices or through sociolinguistic congruence or incongruence between ways of using words at home and in school. As a counterargument to these two well-known frames of interpretation, the author proposes a third account, in which the meaning of the library and its ritual practices have been playfully reconstructed by students who have found, in the conflicting discourses of its librarian, in some of the library's narratives, and in the gaps of its organizational logic and procedures, the agency to make a space for themselves to read and write in “producerly” ways that negotiate with, rather than resist or conform to, the dominant ways of reading and using texts that the library promotes.
La difference entre les types de recherche "qualitative" et "quantitative", et la difficulte de communication entre chercheurs relevant de ces deux types de recherche. Proposition de trois strategies d'identification qualitative de modeles et de donnees qui permettraient la collaboration des deux orientations.
This article uses critical literacy theory to define information literacy. It argues that to be educators, librarians must focus less on information transfer and more on developing critical consciousness in students. Using concepts from literacy theory, the author suggests ways library practice would change if librarians redefined themselves as literacy educators.
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Writing Ethnographic Fieldnotes
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