Critical Questions, New Imaginaries and Social Activism: A Reader
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
Chapter Eighteen: Affective/Effective Reading and Writing Through Real Virtualities in a Digitized Society
Affective/Effective Reading and Writing Through Real Virtualities in a Digitized Society
Liselott Mariett Olsson and Ebba Theorell
Within contemporary society, literacy practices and theories stand in front of great challenges. There is a worldwide, expanding, and never-before-seen focus on educational policy in the field of literacy (e.g., Revised Curriculum and mushrooming local policies and programs in Sweden, No Child Left Behind in the United States, the National Literacy Strategy in the United Kingdom) in order to enhance and promote literacy skills in students of all ages (Kennedy, 2010). At the same time, globalization and new technologies completely transform the features of literacy. One such evident transformation concerns the increase in digitized devices and languages. Even the very youngest children are today immersed in a digitized culture from very early age: surfing the web, playing video or computer games, sending emails, participating in instant messenger systems, or text messaging with cell phones (Carrington, 2005; Dahlberg & Olsson, 2009; Kress, 1997, 2003; Lankshear & Knobel, 2003; Lewis & Fabos, 2005; Marsh, 2005; Nixon, 2003). However, within early childhood education, these “new literacies” (Street, 2003) have yet a somewhat ambiguous and scarce place. Early childhood teachers report a pressure and lack of confidence and experience in relation to new technologies (Chen & Chang, 2006), and early childhood classrooms are often ill-equipped with outdated or limited hardware, sustaining “old” rather than “new” literacy activities, and if new technologies are used it’s mainly to support and...
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