Literacy Goes to School: The Parents' Role in Young Children's Literacy Learning

Weinberger, Jo

doi:10.4135/9781446279656

Cited by 39 publications

(34 citation statements)

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“…The ORIM Framework (Hannon and Nutbrown, 1997) was central to the KE project discussed in this paper. ORIM identifies four key roles for parents whereby they can provide Opportunities, Recognition, Interaction and a Model of literacy and distinguishes four key strands of early literacy: environmental print, made popular mainly by US research during the 1980s (Payton, 1984;Baghban, 1984;Schickedanz, 1990;Bissex 1980;Goodman et al, 1978;Hiebert, 1981); books and early reading (Weinberger 1997;Lonigan et al, 2000;Mol et al, 2008;van Steensel et al, 2011); early writing again studied by US researchers during the 1980s and taking the form of "emergent" writing (Goodman, 1980;Harste et al, 1984;Ross and Brondy, 1987;Ferrerio and Teberosky, 1989) and particularly supported by the seminal studies of Sulzby and Teale (1988) with a small number of studies continuing to develop work in the field (Rowe and Neitzel, 2010) and finally, key aspects of oral language found to support the development of others aspects of literacy (Goswami and Bryant, 1990;Maclean et al,1987;Wells, 1987;Muter et al, 2004;Justice et al, 2005). Each of these four strands also incorporates digital, technological and multi-media practices that are now part of many young children's literacy experiences (Marsh et al, 2015;Yamada-Rice, 2014;Stephen and Plowman, 2014).…”

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confidence: 99%

Co-production of family literacy projects to enhance early literacy development

Nutbrown

Bishop

Wheeler

2015

Journal of Children's Services

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Access to this document was granted through an Emerald subscription provided by All users group For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach -Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children's literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings -Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated "ownership" of the co-produced knowledge after the end of the project. Research limitations/implications -Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners' knowledge and ownership of the process, sharing knowledge with parents and enhancing children's experiences. Practical implications -Practices that can enhance parental engagement in their children's early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community -(and family -) specific practices. Social implications -Where parents have more knowledge of children's early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value -This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

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Section: )mentioning

confidence: 99%

Co-production of family literacy projects to enhance early literacy development

Nutbrown

Bishop

Wheeler

2015

Journal of Children's Services

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“…Besides, students can enrich their vocabulary and understand grammar in a natural way by listening and enjoying the stories that consist of background, plots and characters. Stories explore abstract ideas, emotion, life situations, people perspectives (Weinberger, 1996) and enhance literacy development (Wells, 1987).One way to disseminate stories is through storytelling. As technology advances, ways to tell and listen to stories will also change.…”

Section: Introductionmentioning

confidence: 99%

Affective Engineering of Background Colour in Digital Storytelling for Remedial Students

Yussof

Abas

Paris

2012

Procedia - Social and Behavioral Sciences

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The main purpose of the research is to identify the background colour that gives affection to remedial students in the reading environment using digital storytelling. The affective domains studied are motivation and feeling towards background colour. The methodology reports on: ( interest, behaviour and level of difficulty during reading process; (ii) design of digital storytelling contents: colour, background colour, graphics, interface and interaction design. This paper focuses on (i) the research background which gives an overview of the research objectives, users, digital storytelling, colour psychology and affective engineering; (ii) the digital storytelling framework with focus on background colour.

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“…1999: xv), and evidence suggests that, when children begin formal schooling, 'literacy goes to school' (Weinberger 1996) with them, which is to say that parents and teachers begin to believe that 'the most important lessons about reading' usually take place at school. My own study (Stooke 1999) of the information practices of mothers with school-age children corroborates Weinberger's (1996) observation that formerly confident and involved parents report feeling bemused and in need of frequent and explicit directions from their children's teachers once their children start school. I find this phenomenon perplexing, and yet, as a parent of school-age children and a former elementary school teacher and children's librarian, I do not point the finger of blame either at parents or at professionals.…”

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confidence: 96%

OP‐ED ‘Many hands make light work’ but ‘too many cooks spoil the broth’: representing literacy teaching as a ‘job for experts’ undermines efforts to involve parents

Stooke

2005

Journal of Curriculum Studies

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Literacy Goes to School: The Parents' Role in Young Children's Literacy Learning

Cited by 39 publications

References 0 publications

Co-production of family literacy projects to enhance early literacy development

Co-production of family literacy projects to enhance early literacy development

Affective Engineering of Background Colour in Digital Storytelling for Remedial Students

OP‐ED ‘Many hands make light work’ but ‘too many cooks spoil the broth’: representing literacy teaching as a ‘job for experts’ undermines efforts to involve parents

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