Technological Difficulties: A Theoretical Frame for Understanding the Non-Relativistic Permanence of Traditional Print Literacy in Elementary Education

Autor/in	Hassett, Dawnene D.
Titel	Technological Difficulties: A Theoretical Frame for Understanding the Non-Relativistic Permanence of Traditional Print Literacy in Elementary Education
Quelle	In: Journal of Curriculum Studies, 38 (2006) 2, S.135-159 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Elementary Education; Phonics; Word Recognition; Technological Advancement; Reading Instruction; Educational Theories; Reading Difficulties; Reading Teachers; Teaching Methods; Educational Practices; Emergent Literacy; United States + Suchen Sie Ihr Suchwort? Elementarunterricht; Worterkennung; Technological development; Technologische Entwicklung; Leseunterricht; Educational theory; Theory of education; Bildungstheorie; Reading difficulty; Leseschwierigkeit; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Frühleseunterricht; USA
Abstract	Currently, definitions of "science", "reading", and "literacy" in the US lend a seemingly nonrelativistic permanence to these terms, and render them resistant to critique. This paper offers a theoretical frame for critiquing this permanence, analysing why early-literacy instruction is tightly tied to traditional forms of print literacy, focusing primarily on phonics and word-recognition, in an age when new technologies, multi-modal texts, and new literacies flourish. The theoretical framework uses Foucault's notions of technologies of production, of sign systems, of power, and of the self. Four specific examples of early-literacy programming are analysed in terms of Foucault's technologies, producing an outline of reasoning about "best practices" in early-literacy instruction in the US. These ways of reasoning are investigated as relative, impermanent, and possibly open to change. (Contains 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10