Playgrounds of language: the role of agency in the development of literacy

Paper

Macfarlane, Kym, Noble, Karen and Cartmel, Jennifer. 2005. "Playgrounds of language: the role of agency in the development of literacy." Jeffrey, Peter L. (ed.) International Conference of the Australian Association for Research in Education (AARE 2005): Creative Dissent: Constructive Solutions. Sydney, Australia 27 Nov - 01 Dec 2005 Melbourne, Australia.
Paper/Presentation Title

Playgrounds of language: the role of agency in the development of literacy

Presentation TypePaper
AuthorsMacfarlane, Kym (Author), Noble, Karen (Author) and Cartmel, Jennifer (Author)
EditorsJeffrey, Peter L.
Journal or Proceedings TitleProceedings of the International Conference of the Australian Association for Research in Education 2005 (AARE 2005)
ERA Conference ID50546
Number of Pages11
Year2005
Place of PublicationMelbourne, Australia
Web Address (URL) of Paperhttp://www.aare.edu.au/05pap/fie05290.pdf
Conference/EventInternational Conference of the Australian Association for Research in Education (AARE 2005): Creative Dissent: Constructive Solutions
International Conference of the Australian Association for Research in Education
Event Details
International Conference of the Australian Association for Research in Education (AARE 2005): Creative Dissent: Constructive Solutions
Event Date
27 Nov 2005 to end of 01 Dec 2005
Event Location
Sydney, Australia
Event Details
International Conference of the Australian Association for Research in Education
Abstract

It is accepted that the development of competent literacy skills in very young children is contingent upon high quality interactions involving language and communication in
a variety of contexts. As authors, we argue that taking such a view requires an understanding that children are competent and capable communicators from birth.
Such understanding is integral to conceptualising how the skills of language and metacognition that contribute to the development of literacy actually play out 'in the real'.

This paper uses data from interviews and videotaped observation of young children and their families in their socio-cultural contexts. Rogoffs (1998, 2003) planes of
analysis are used to unpack this data, as a means of informing epistemological understanding about how socio-cultural contexts constrain or enable children as
successful in the formal learning context. It is argued that taken-for-granted understandings of how children learn can actually delimit rather than enhance their capacity to develop sound literacy skills.

Keywordsliteracy skills; socio-cultural contexts
ANZSRC Field of Research 2020390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Public Notes

Paper is copyright © by the individual author or authors and may not be reproduced without permission of the author or authors.

Byline AffiliationsGriffith University
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