1st Edition
An Introduction to Diverse Literacies in Primary Classrooms Perspectives on Pedagogy and Practice
Chapter 1: Principles for Literacy Education in a World of Diverse Literacy Practices
Karen Daniels and Marie Helks
Chapter 2: Encountering Literacies in Early Years Classrooms
Karen Daniels and Jamila Hussain
Chapter 3: Reading Aloud
Cara and Ginny Doxey
Chapter 4: Diversity and Identity in a Language Rich Learning Environment
Laurel Smith and Deb Sanders
Chapter 5: Dialogic Teaching: From Theory to Getting Started in Practice
Mark Avis and Lisa Hesmondhalgh
Chapter 6: Stories of Writing in the Classroom
Lynsey Wigfull
Chapter 7: Exploring the Teaching and Learning of Grammar
Marie Helks and Julia Myers
Chapter 8: Children as critical consumers and producers of multimodal texts
Susan Borland, Karen Daniels and Siobhan Hunt
Chapter 9: Inclusive Literacy Classrooms
Sheila Sharpe and Moira Taplin
Chapter 10: Drawing on Children’s Digital Repertoires to Enable Playful Digital Literacies in the Primary Classroom
Jemma Monkhouse and Chris Bailey
Chapter 11: Drama, Movement and Meaning Making
Laurel Smith and Jemma Monkhouse
Chapter 12: Changing Literacies and Changing Literacy Education
Guy Merchant
Biography
Karen Daniels is Associate Professor of Early Literacies at Sheffield Hallam University. Karen began her career as a primary and early years teacher and moved into higher education in 2010. Her current research involves exploring the relationships between embodied meaning making and children’s early literacy practices.
Marie Helks is an Associate Head at Sheffield Institute of Education (SIoE). Before joining Sheffield Hallam University in 2012, Marie taught in a number of primary schools and universities, holding responsibility for English subject development work. Her main research interest is grammar teaching and learning in primary education.
This book demonstrates how literacy education can flourish when togetherness, community and diversity are at the core of the literacy pedagogy, when teachers work with children to generate safe spaces where it is possible for children to experiment with meaning making and, through doing so, to play with possibilities for who they might be and what they might do.
Cathy Burnett, Professor Emerita, Sheffield Hallam University, UK
