Literacy Learning as an Intertextual Process.

Autor/in	Rowe, Deborah Wells
Titel	Literacy Learning as an Intertextual Process.
Quelle	(1986), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Patterns; Class Activities; Classroom Environment; Cognitive Development; Emergent Literacy; Ethnography; Learning Activities; Learning Processes; Peer Relationship; Prereading Experience; Preschool Education; Reading Research; Schemata (Cognition); Self Directed Groups + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Frühleseunterricht; Ethnografie; Lernaktivität; Learning process; Lernprozess; Peer-Beziehungen; Pre-school education; Vorschulerziehung; Leseforschung; Cognition; Schema; Kognition
Abstract	Focusing on the role of intertextuality as young children learn to communicate through writing, art, and music during the course of usual classroom activities, an ethnographic study investigated: (1) how children's understanding and use of written language, music, and graphic/constructive art are embedded in the social worlds of their classroom; and (2) what socio-psychological strategies young children use to explore the potentials of these forms of communication. Subjects, 21 three- and four-year-olds in a daycare program at Indiana University, were observed over eight months as they participated in two self-selected activity periods during which they were allowed to direct their own literacy learning. Teachers provided literacy demonstrations by composing their own written, artistic, or musical texts. Observations during this period indicated two general types of intertextual connections that were important in the literacy learning setting. The first type occurred when children linked their existing knowledge about literacy to the demonstrations provided by other authors. The process of mutual intertextualizing which occurred through conversation and demonstration seemed to lead to the formation of shared meanings about literacy and allowed members of the same authoring community to use literacy to communicate with others. The second type of intertextual connection reflected the mediated nature of literacy learning. Children seemed to interpret their experiences by flexibly linking their current observations to aspects of their past experiences by creating context-specific hypotheses about literacy. Several features of the classroom served to support this kind of learning. (Seventeen references are included.) (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC