Full Description
Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond brings together internationally renowned scholars to investigate and reflect upon the significance of introducing multiliteracies in the education of children (0-8 years old) and the challenge of enhancing professional development opportunities of early years practitioners.
The book brings together curriculum innovation and reform and the changing media ecology of young children's learning lives in a single volume. It provides insights into Finnish early years education in terms of policy, practice, and research with a specific focus on the enhancement of children's multiliteracies. Case studies from around the world explore co-developing practices between researchers and teachers, the development of communities and the ways in which different classroom interventions draw on new kinds of teacher knowledge.
This book will appeal to academics, researchers, and postgraduate students with an interest in early years education, literacy education, the sociology of digital culture, school reform, teacher education, and comparative education.
Contents
1. Multiliteracies and early years innovation: Perspectives from Finland and beyond. 2. Early years teachers' work and play with multiliteracies. 3. Finnish teachers making sense and promoting multiliteracies in early years education. 4. Conceptualizing and recontextualizing child and teacher multiliteracy goals in digital video production. 5. Promoting young children's scientific literacy as a dynamic practice. 6. Multiliteracies pedagogy promoting young children's ecological literacy on climate change. 7. Finding a space for a theory of multiliteracies: Librarians, boundary work, and definitions of literacy. 8. Making the Moomins: A Finnish/English adventure. 9. In transition to school: Across vernacular and institutional multiliteracies. 10. Positive affect in young children's multiliteracies learning endeavors. 11. Children's Minecraft multiliteracy practices and learning through peer pedagogies. 12. Conclusions: Future directions of multiliteracies scholarship and practice.
