By Lester L. Laminack
Ebook by means of Lester L. Laminack, Katie wooden
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Extra resources for Spelling in Use: Looking Closely at Spelling in Whole Language Classrooms
Sample text
It is not my intention to imply that subculture theory, the dominant paradigm of the Centre for Contemporary Cultural Studies in Birmingham, England since the 1970s, is without merit. Quite the contrary, for as Tait (2000) has pointed out, subculture theory offered a conceptual advancement over the Chicago School’s delinquency model of the 1930s and the reductionist theories of Marxist ideology. A problem inherent in a subculture theory of youth is, according to Tait, the ‘unitary understanding of power that translates its exercise solely in terms of social control’ (2000: 204).
In J. Marsh and E. Millard (eds) Popular Literacies, Childhood and Schooling. London: RoutledgeFalmer. Kress, G. (1997) Before Writing: Rethinking the Paths to Literacy. London: Routledge. Kress, G. (2003) Literacy in the New Media Age. London: Routledge. A. (1993) The Electronic Word: Democracy, Technology, and the Arts. Chicago: University of Chicago Press. Lankshear, C. and Knobel, M. (2003) New Literacies: Changing Knowledge and Classroom Learning. Milton Keynes: Open University Press. Livingstone, S.
The Studies The analysis in this chapter draws on data collected in studies which explored young children’s media-related literacy practices in the home. Altogether, the data discussed in this chapter relate to 83 families in the UK. These families took part in three different studies I have conducted over the last five years. Each study focused on tracing the popular cultural, media-related and techno-literacy practices of young children in the home. 1. The data from these studies were compared and contrasted in order to address the following questions: What are the roles and functions of the media-related literacy practices engaged in by young children in the home and how do these relate to the categories determined by Cairney and Ruge (1998)?