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Using Multiliteracies and Multimodalities to Support Young Children's Learning
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Using Multiliteracies and Multimodalities to Support Young Children's Learning

  • Marie Charles - Director, Many Faces in Teaching Research Organisation [MFIT]
  • Bill Boyle - Education Consultant, The World Bank


May 2014 | 160 pages | SAGE Publications Ltd

'This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy. It encourages us to engage with the real world complexity of young children’s learning and offers a series of rich and detailed examples of this in practice.' 
- Sally Neaum,Teesside and Durham Universities, and Author of Beyond Early Reading

Grounded in classroom practice, this practical book shows trainees and current teachers how to scaffold children’s literacy using a creative and supportive approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner.

Chapter topics include:

  • socio-dramatic play
  • collaboration
  • guided group teaching strategies
  • integration of genres.

This clear and accessible book will be extremely valuable to students and practitioners on PGCE programmes, B.Eds, Masters, workshop and conference CPD, and advanced Teaching Assistant training.

Marie Charles is a teacher, formative assessment researcher and consultant. Professor Bill Boyle was until recently Director of CFAS in the School of Education, University of Manchester. Both authors are regularly involved in school-based research across England and international teacher training programmes.

 
Using socio-dramatic play to support a beginning writer
 
How collaboration develops early years writing skills
 
The importance of multimodality and multiliteracies in developing young communicators
 
Using Big Books as visual literacies to support emergent writers
 
How a guided group teaching strategy can support emerging writers
 
An analysis of a guided group’s story writing
 
Introducing Early Years children to the importance of non-fiction for their writing development
 
The integration of genres (narrative to non-fiction) within a formative pedagogy
 
Concluding thoughts

This book is helpful in exploring and challenging the orthodoxy of current approaches to learning and teaching early literacy and the implications for young children and educators.
The examples and case studies are powerful in the ways in which visual literacies included can be understood and to facilitate children's meaning making in a variety of cultural contexts. Methodology and examples of research with children in the reading and writing process is considered from a range of modalities that enable practitioners to review the contemporary literacy practices in schools.

Dr Estelle Martin
Cass School of Education and Communities, University of East London
June 28, 2014
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