Multimodal Funds of Knowledge in Literacy

Countering Deficit Narratives of Diverse Families
1. Auflage 2024
ISBN: 978-1-032-38023-0
Verlag: Taylor & Francis

Buch, Englisch, 206 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 445 g

Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning. Framed by sociocultural theory, multiliteracies, multimodality, and posthumanism, the text combats deficit narratives by providing concrete alternatives that push educators to rethink their practices and support students’ and families’ cultural and linguistic strengths.

Chapters include case studies, vignettes, prompts, and learning samples that will leave readers with valuable insights and new understandings of multimodal funds of knowledge. Comprehensive and instructive, this book is a key text in literacy education, family literacy, and community engagement.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Brown, Sally

Zhang, Rong

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Chapter 1: Exploring Family Literacies: Shifting Perspectives from Deficits to Assets

Chapter 2: Synchronizing Perspectives to Break the Theory-Practice Divide

Chapter 3: Multilingual Mindsets: Exploring Family Ideologies about Language Use

Chapter 4: Pages of Connections: Families Fostering Love, Fun, and Literacy with Young Children

Chapter 5: Holding a Pen and Becoming a Writer

Chapter 6: Exploring Creativity: Encouraging Conversation and Play with Physical Materials

Chapter 7: Touch, Swipe, and Point: Technology and Multiliteracies

Chapter 8: Let’s Go Outside: Outdoor Experiential Learning with Family

Chapter 9: Connecting with Diverse Families: Voices of Teachers and Teacher Educators

Chapter 10: Charting New Territories through Counternarratives: Nonlinear Diffractive Spaces

Über Autor(innen)

Sally Brown is a Professor of Literacy Education at Georgia Southern University, where she teaches preservice and in-service educators about multimodal literacies. She is interested in how young, culturally and linguistically diverse children develop literacies across school, home, and community environments and in contact with the material world.

Rong Zhang is an Assistant Professor of Literacy Education at Appalachian State University. Her research focuses on emergent bilingual families’ language and literacy practices in home settings. She also studies young children’s emergent literacy skills developed during reading wordless picturebooks and culturally related picturebooks, and their multimodal meaning-making.