Literature-as-lived in practice : young children's sense of voice
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Date
2008
Authors
Pletz, Janet
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008
Abstract
This study, situated in classroom practice and grounded in pedagogic wakefulness
(Clandinin and Connelly, 2000), explores the nature of young children’s sense of
voice as indicated through sustained interactions and representations of experiences
with picturebook literature. The naturalistic research site was a grade one classroom
setting in a large urban school. Student engagement and interactions with read-aloud
events and responses to literature through multi-modal representations perpetuated
meaning making and personal relevance. Coding procedures exemplified the nature
of young children’s sense of voice as falling into two broad conceptual categories: (1)
Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s
sense of voice revealed developmental, exploratory, and social sites of student
engagement to literature. The Experiential Nature of young children’s sense of voice
described three specificities of narrativity in their responses to picturebook literature:
Young children’s multi-modal responses were interpreted as representative of Self-
Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings
contribute to a reconceptualized literacy curriculum which illuminates personal,
social, and cultural identities, especially young children’s awareness of their
individual sense of voice, developed through picturebook literature in primary
classrooms.
Description
xii, 151 leaves : col. ill. ; 29 cm.
Keywords
Dissertations, Academic , Picture books for children -- Educational aspects , Critical thinking in children -- Study and teaching (Early childhood) , Reasoning in children -- Study and teaching (Early childhood) , Child psychology