Who Gets to Play? Access, Popular Media and Participatory Literacies

Autor/in	Wohlwend, Karen E.
Titel	Who Gets to Play? Access, Popular Media and Participatory Literacies
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 1, S.62-76 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1219699
Schlagwörter	Media Literacy; Play; Young Children; Popular Culture; Mass Media; Discourse Analysis; Preschool Teachers; Preschool Children; Emergent Literacy; Early Childhood Education; Toys; Electronic Publishing; Beginning Reading + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Spiel; Frühe Kindheit; Popkultur; Massenmedien; Diskursanalyse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Toy; Spielzeug; Elektronisches Publizieren; Erstleseunterricht
Abstract	Early literacy is often over-simplified as a set of skills for beginning reading, an approach which overlooks the ways that children play their way into cultures, using play as a literacy that accesses popular media as rich literary repertoires of characters and storylines. This article examines how children's play reveals their participatory literacies in preschool classrooms where teachers provide play-based media literacy curricula. Participatory literacies are ways of interpreting, making, sharing and belonging in increasingly globally and digitally mediated cultures. Data are excerpted from a five-year study of literacy play in classrooms that provide a space for children to draw upon popular media repertoires as cultural capital and resources for literacy development. Mediated discourse analysis of classroom video located and analyzed children's play for use of creative and collaborative dimensions of participatory literacies. Results showed that young children drew on their media knowledge during play to fluidly improvise dialogue and story action in ways that enriched and sustained play themes and friendships over time but also allowed isolated children to gain access to play groups. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01