Technology and Critical Literacy in Early Childhood

Now in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers. Updated with discussions of media literacy and new pedagogical tools, the second edition features new classroom examples and experiences that highlight the ways in which critical literacy, technology and media literacy come together in everyday life in the early childhood classroom. The inviting examples model how to use the interests and inquiry questions of young learners as a springboard for creating a critical curriculum. Each chapter includes Reflection Points, pedagogical invitations, and Resource Boxes to imagine new possibilities of working with students in engaging and supportive ways. The inspiring stories, guidance, and tools this book make it a great resource for pre-service teachers and students in Early Childhood Education and Literacy Education, and primary teachers and educators.

Table of Contents:
Introduction Mapping out the Terrain of This Book Pedagogical Features 1 Setting a Context for Exploring Critical and Media Literacies Using Technology Differential Access and Connectivity New Technologies as Tools for Engaging in Critical Literacy Work Key Aspects of Critical Literacy Who We Are Extending Children’s Repertoire of Literacy and Communications Practices New Technologies Does Not Equal Critical Literacy PART ONE One Teacher’s Journey Subtle and Explicit Uses of Technology Re-Designing My Little Pony Using Technology as a Teaching and Communicative Tool 2 Building Relationships Between Home and School With the Use of Technology Teaching and Learning with Pre-K and K Children: The First Month Establishing a Home/School Partnership Through Documenting and Sharing Learning 3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy Hello My Names Are/ Hello My Names Are Not Names Are Not Just Names Seamlessly Creating a Generative Curriculum 4 Reading With Text and Against Text With Young Children Reading With the Text Reading Against the Text I’m Glad I’m a Boy! I’m Glad I’m a Girl! Reading With and Against Froodle Discussing Froodle Lessons from Kushi 5 Working With Multimedia Text and Technology Layered Response to a Multimedia Text Where Was Their Home? Gloves for the Homeless PART TWO Further Insights into Teaching with Technology 6 Yes We Can!: Using Technology as a Tool for Social Action Building From Children’s Inquiry Questions Travel Trunks: Using the Internet as Text and Tool Creating Space for Social Action 7 Our Families Don’t Understand English! What Is a Podcast? Creating 100% Kids Introducing Subrina Exclusion and Inclusion Negotiating Identities/Growing Literacies Creating New Spaces for Participation The Final Show Children’s Construction of Identity 8 What About Antarctica? Reading the Clustr Map Further Explorations The 100% Kids Clustr Map Columbia Gets a Dot 9 The Tomato Trials Backbreaking Work? Critically Reading the Web The Trials Begin Tomato Trial Findings In Retrospect 10 Desires, Identities, and New Communication Technologies Meaningful and Sustained Learning Learning From Our Students

About the Author :
Vivian Maria Vasquez is Professor in the School of Education, at American University, USA. Bryan Woods is an Elementary School Educator and teacher researcher with Peel District School Board, in Ontario, Canada. Carol Branigan Felderman currently teaches first grade with the Falls Church City Public Schools in Falls Church, Virginia, USA.