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Technology and Critical Literacy in Early Childhood [Hardcover]

Vivian Maria Vasquez , Carol Branigan Felderman

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Book Description

Aug. 1 2012 0415539501 978-0415539500

What do new technologies and new forms of communication mean for young children growing up in the 21st century? How are they shaping the mindsets, identities and practices which impact their lives at home and at school? This book explores the intersection of technology and critical literacy, specifically addressing what ICTs afford critical literacy work with young children between ages three to eight. Inviting readers to enter classrooms where both technology and critical literacies are woven into childhood curricula and teaching, it brings together literacy, social studies, and science in critical and integrated ways. Real-world stories show the sights and sounds of children engaged with technology in the classroom and beyond. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers. Pedagogical features in each chapter engage readers in making connections to their own teaching situations. NCATE standards for including technology as an essential part of teacher education programs are addressed. While acknowledging how individual children employ ICT, the focus is on how new technologies can be positioned in early childhood learning communities as tools for engaging in more meaningful, authentic, and interesting learning.


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Review

"What a thrill to find a smart and accessible text written for teachers, teacher educators, and teacher education students that not only shows how technology integrates in early childhood literacy curriculum but does so in a way that recognizes children as active, productive, and critical literacy users. Unique in providing theorization and examples embedded within critical literacy and social justice aims and approaches, this is the kind of resource that teachers and teacher education students need as support and encouragement to use technology with young children and to expand their notions of literacy."

Karen Wohlwend, Indiana University, USA

About the Author

Vivian Maria Vasquez is Professor in the School of Education, Teaching and Health at American University, USA.

Carol Branigan Felderman is Adjunct Professor and Student Teacher Supervisor in the School of Education, Teaching and Health at American University, USA.


Inside This Book (Learn More)
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Front Cover | Copyright | Table of Contents | Excerpt | Index
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1 of 1 people found the following review helpful
5.0 out of 5 stars A little book with A LOT to offer Aug. 14 2013
By Faith Rogow, media literacy education maven - Published on Amazon.com
Format:Paperback|Verified Purchase
The more I read TECHNOLOGY AND CRITICAL LITERACY IN EARLY CHILDHOOD, the more I wanted to call every media literacy educator I know and say, "You've got to read this book. It's brilliant." Though Vasquez and Felderman never use the phrase "media literacy," the classroom activities they describe are some of the finest examples of media literacy integration I have ever seen (and I've been at this for nearly thirty years). And given that media literacy in early childhood is rare, their focus on work with children aged 5-7 is beyond exciting.

My favorite example is one that involved podcasts, dual language learners, non-English speaking family members, map reading, research, and Antarctica (yes, Antarctica). In another example, a simple project with six-year-olds growing tomato plants ended up encompassing ad analysis, scientific experimentation to test the claims of an ad, Internet research, comparison of websites using Word Clouds, a lesson on gender stereotyping, and lots of opportunities to practice language, reasoning, and observation skills.

What these authors describe is teaching at its finest. Lessons are multifaceted, constructivist, and developmentally appropriate. Media technologies are integrated in a natural but intentional way, taking advantage of the strengths of the various tools as well as the strengths of the children and their teachers. And most of the ideas would be fairly easy to replicate once you understand the basic pedagogy of their approach.

Without ever referencing the Key Questions or core competencies of media literacy education (see, for example, The Teacher's Guide to Media Literacy, pp. 19-20, 39), the activities in this book exemplify the field's goals. Instead of counting the minutes that kids spend in front of a screen, they design lessons that focus on deep learning, including asking standard media literacy questions like "Who benefits?" and "Who is left out?"

The result of Vasquez's and Felderman's critical literacy approach is students who reflect on the media they encounter and create, and who routinely ask questions and are already somewhat skilled at knowing how to find answers. Most importantly, these young children come to believe in their own power to learn and make a difference in the world. Every now and then I had to remind myself that I was reading about six-year-olds!

For anyone involved in a professional learning community, but especially early childhood and primary level teachers and administrators, this title would be a perfect choice for discussion.

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