My emerging ideas in the world of literacy! by Sara Fitch https://padlet.com/sara_fitch/gf6xw31oz4dm en-us 2018-08-15 08:18:01 UTC 2025-12-20 19:35:08 UTC hello@padlet.com Some early annotations! sara_fitch https://padlet.com/sara_fitch/gf6xw31oz4dm/wish/273384171 Hi Lisa, Melanie, Nellie and Ruth!

  • Here are some VERY EARLY annotations from some found articles!n PLEASE provide me with some feedback as I am still wrapping my head around this domain!

Reading 1

  • Gibson, M., Zagdanski, J., & Holmes, R. (2006). Book Reviews: Observing Harry: Child Development and Learning 0–5, beyond Listening: Children's Perspectives on Early Childhood Services, Popular Culture, New Media and Digital Literacy in Early Childhood. Contemporary Issues in Early CHildhood. 302-307. Vol 7, Issue 3. Open University Press: Maidenhead.

  • The article explores the different ways in which children are evolving with new age media, technological advancements and the influence of popular culture. Although the above reading is an overview and insight into the wider book readings included within the article, it creates succinct statements relating to and which have enhanced my understanding of the ever-changing age of literacy. Within the article, concepts which are explored include the child as being seen as a core participant in these changing literacy platforms and using all platforms in a manner with which they are seen to be “sliding seamlessly between printed materials, televisual and audio texts, electronic and online texts, toys” (Gibson, Zagdanski & Holmes, 2006, p.305).

 Reading 2

  • Arthur, L. (2001). Popular Culture and Early Literacy Learning. Contemporary Issues In Early Childhood, 2(3), 295-308. doi: 10.2304/ciec.2001.2.3.3

  • The article highlights that there is so much literacy learning occurring for children beyond the school environment, which often are overlooked due to teachers being so engrained in the curriculum practices. These emerging literacy experiences include the development digital generation of learners and the heavy influence of popular culture. The article highlights that children “from diverse cultural, social and linguistic backgrounds” (Arthur, 2001, p.295) have particular wealth of experience in these domains, and these experiences may be more than their engagement with say children’s books. Children are constantly exposed and learning about literacy in their day-to-day practices, but it takes teachers realising this and realising remaining attuned to children’s experiences, strengths and interests beyond the classroom environment to acknowledge and reflect this learning in the everyday curriculum.

Thanks for your time!

Sara

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