Signs of the times: the governance of alphabetic print over ‘appropriate’ and ‘natural’ reading development created by Dawnene D. Hassett

By:

Hassett, Dawnene D [author]

Material type: Text

TextSeries: Journal of Early Childhood Literacy ; Volume 6, number 1London: Sage, 2006Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

14687984

Subject(s):

Governance -- Alphabetic print -- Reading development

LOC classification:

LB1139.5L35 JOU

Online resources:

Click here to access online

Abstract: This article investigates the ways in which alphabetic print concepts govern a sense of natural and appropriate early reading development, and juxtaposes the concepts found in early literacy curriculum and assessment with hypertextual elements found in new forms of texts written for children. Using a theoretical approach that combines poststructural theories of power and knowledge with sociocultural theories of literacy, the analysis challenges traditional alphabetic print literacy as a political and historical sign of the times, and reframes educational reasoning about ‘appropriate’ early reading instruction in terms of new technologies, changing texts, and sociocultural forms of literacies.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1139.5.L35 JOU (Browse shelf(Opens below))	Vol. 6, no. 1 (pages 77-104)	695	Not for loan	For in house use

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This article investigates the ways in which alphabetic print concepts govern a sense of natural and appropriate early reading development, and juxtaposes the concepts found in early literacy curriculum and assessment with hypertextual elements found in new forms of texts written for children. Using a theoretical approach that combines poststructural theories of power and knowledge with sociocultural theories of literacy, the analysis challenges traditional alphabetic print literacy as a political and historical sign of the times, and reframes educational reasoning about ‘appropriate’ early reading instruction in terms of new technologies, changing texts, and sociocultural forms of literacies.

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