MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02302nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241024094811.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
241024b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
14687984 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Language of cataloging |
English |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1139.5 JOU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jones, Stephanie |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Critical literacies in the making: |
| Remainder of title |
social class and identities in the early reading classroom |
| Statement of responsibility, etc. |
created by Stephanie Jones |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
London: |
| Name of producer, publisher, distributor, manufacturer |
Sage, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2013 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Journal of Early Childhood Literacy |
| Volume/sequential designation |
Volume 13, number 2 |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Drawing from a four-year critical ethnographic study of young girls and their literacy practices inside and outside school, this article foregrounds a lived pedagogical moment when conflicting discourses about reading instruction collided in a critically focused second-grade classroom. Through my analyses I make the argument that the pervasiveness of autobiographical connection-making with texts in early reading instruction positions readers to align themselves with the practices and ideological stances of texts rather than to challenge and critique them. This argument will be extended to consider particular literacy-infused experiences of students who are persistently marginalized in society and written out of existence by mainstream children’s literature produced for early readers that sees class-privileged lives as normal. In the conclusion, I suggest that although the Four Resources Model (Freebody and Luke, 1990; Luke and Freebody, 1999) offers four families of practices ‘necessary for literacy in new conditions, but none in and of itself is sufficient for literate citizens or subjects’ (Luke and Freebody, 1999, p.4), the model needs extending to consider issues relating to how marginalized readers may need to feel a sense of entitlement in order to position themselves as text analysts before they can begin challenging and questioning mainstream texts that consistently position their working-class lives as non-existent. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Critical literacies |
| Form subdivision |
Social class and identities |
| General subdivision |
Early reading classroom |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1177/1468798411430102 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |