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Uta Papen and I, the series editors of Routledge Research in Literacy, are very pleased to announce that the publication of this book by Lucy Henning. We discussed her work back in August here. From the publishers’ description:
This volume demonstrates how the ethnographic approach to research demanded by a ‘Literacy as Social Practice’ perspective can generate fresh insights into what happens when young children engage with schooled literacy tasks.
Researching Early Childhood Literacy in the Classroom argues that the lived experience of young children encountering formal schooled literacy curricula should be the foremost consideration in educational reforms intended to improve rates of literacy acquisition in schools. To make this argument, the author suspends traditional concerns with ‘learning’ and ‘progress’ to concentrate on ‘practice’ and ‘meaning’ in a careful analysis of key classroom incidents. The author concludes that such insights suggest a need for re-considering the assumptions upon which educational policy rests.
This book will be of great interest to graduate and postgraduate students, researchers, academics, and libraries in the fields of Literacy Studies, Teacher Education, Education Policy and Applied Linguistics.
Lucy Henning is Senior Lecturer in English Education at the University of Roehampton. Before joining Roehampton, Lucy worked as a primary class teacher, school literacy lead and a literacy consultant for the Primary National Strategies.
Dr Lucy Henning, of Roehampton University, has shared with us this link to a free version of her latest article in the Cambridge Journal of Education. (If the link has expired, write to Lucy.HenningATRoehampton.ac.uk). Lucy has an book in production with the Routledge Research in Literacy series now co-edited by Uta Papen and myself. Her new book is called “Researching Early Childhood Literacy in the Classroom: Literacy as a social practice.”
Lucy writes, “I am currently doing some work on participant frameworks and young children’s in-class construction of literacy practices away from teaching adults. It similar to the work I did for my book, but now I am hoping to take a more in depth look at how the children organise their interactions as they reproduce their in-class peer culture. I am interested in exploring how far this process can actually be observed happening.
“I am drawing very much on the work of American linguistic anthropologists and ethnographers from the last century to inform this aspect of my work (Charles Goodwin, Marjorie Harness Goodwin, Erving Goffman) – I would be glad to make contact with colleagues whose current work is in a similar field.”
I am delighted to share the Call for Papers for this fascinating conference.
The conference addresses teachers, undergraduate, postgraduate and doctoral students, academics, researchers, non-governmental organizations (NGOs), as well as other stakeholders interested in the promotion of language and literacy, as well as literacy education; and features keynote speeches by (in alphabetical order) Mike Baynham, Bill Cope, Alexandra Georgakopoulou, and Mary Kalantzis.
For further information, please refer to: http://www.pi.ac.cy/literacy and or https://www.facebook.com/events/461012687975646/