2nd Edition

Technology and Critical Literacy in Early Childhood

    156 Pages 29 B/W Illustrations
    by Routledge

    156 Pages 29 B/W Illustrations
    by Routledge

    Now in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers.

    Updated with discussions of media literacy and new pedagogical tools, the second edition features new classroom examples and experiences that highlight the ways in which critical literacy, technology and media literacy come together in everyday life in the early childhood classroom. The inviting examples model how to use the interests and inquiry questions of young learners as a springboard for creating a critical curriculum. Each chapter includes Reflection Points, pedagogical invitations, and Resource Boxes to imagine new possibilities of working with students in engaging and supportive ways.

    The inspiring stories, guidance, and tools this book make it a great resource for pre-service teachers and students in Early Childhood Education and Literacy Education, and primary teachers and educators.

    Introduction

    Mapping out the Terrain of This Book

    Pedagogical Features

    1 Setting a Context for Exploring Critical and

    Media Literacies Using Technology

    Differential Access and Connectivity

    New Technologies as Tools for Engaging in Critical Literacy Work

    Key Aspects of Critical Literacy

    Who We Are

    Extending Children’s Repertoire of Literacy and Communications Practices

    New Technologies Does Not Equal Critical Literacy

    PART ONE

    One Teacher’s Journey

    Subtle and Explicit Uses of Technology

    Re-Designing My Little Pony

    Using Technology as a Teaching and Communicative Tool

    2 Building Relationships Between Home and School With the Use of Technology

    Teaching and Learning with Pre-K and K Children: The First Month

    Establishing a Home/School Partnership Through Documenting and Sharing Learning

    3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy

    Hello My Names Are/ Hello My Names Are Not

    Names Are Not Just Names

    Seamlessly Creating a Generative Curriculum

    4 Reading With Text and Against Text With Young Children

    Reading With the Text

    Reading Against the Text

    I’m Glad I’m a Boy! I’m Glad I’m a Girl!

    Reading With and Against Froodle

    Discussing Froodle

    Lessons from Kushi

    5 Working With Multimedia Text and Technology

    Layered Response to a Multimedia Text

    Where Was Their Home?

    Gloves for the Homeless

    PART TWO

    Further Insights into Teaching with Technology

    6 Yes We Can!: Using Technology as a Tool for Social Action

    Building From Children’s Inquiry Questions

    Travel Trunks: Using the Internet as Text and Tool

    Creating Space for Social Action

    7 Our Families Don’t Understand English!

    What Is a Podcast?

    Creating 100% Kids

    Introducing Subrina

    Exclusion and Inclusion

    Negotiating Identities/Growing Literacies

    Creating New Spaces for Participation

    The Final Show

    Children’s Construction of Identity

    8 What About Antarctica?

    Reading the Clustr Map

    Further Explorations

    The 100% Kids Clustr Map

    Columbia Gets a Dot

    9 The Tomato Trials

    Backbreaking Work?

    Critically Reading the Web

    The Trials Begin

    Tomato Trial Findings

    In Retrospect

    10 Desires, Identities, and New Communication Technologies

    Meaningful and Sustained Learning

    Learning From Our Students

    Biography

    Vivian Maria Vasquez is Professor in the School of Education, at American University, USA.

    Bryan Woods is an Elementary School Educator and teacher researcher with Peel District School Board, in Ontario, Canada.

    Carol Branigan Felderman currently teaches first grade with the Falls Church City Public Schools in Falls Church, Virginia, USA.