Reconceptualizing child literacy: language, arts and ecology.

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dc.contributor.authorArcher, Darlene Ava
dc.contributor.supervisorClover, Darlene E.
dc.date.accessioned2012-01-03T16:13:32Z
dc.date.available2012-01-03T16:13:32Z
dc.date.copyright2011en_US
dc.date.issued2012-01-03
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe purpose of this study was to begin constructing an expanded framework for child literacy learning with participants who educate children in formal and informal settings in literacy, the arts and environmental education. The study explored how a broader framework for child literacy learning could gain strength and purpose from our increasingly diverse and complex social environment. I used participatory arts-based research to spark dialogue and foster partnerships. The design of the study was intended to demonstrate how the arts, in this case photography, can be effective as a means of attending, exploring, and communicating ideas. Three major themes emerged: Child Literacy Practices and how they can attend to belonging and voice; Arts and Culture and the engagement of children in the arts and how this is relevant to child literacy learning ;and Environmental Destruction looking towards preparing children to be ecologically literate in the context of child literacy learning.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/3779
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectchild literacyen_US
dc.subjectarts in educationen_US
dc.subjectarts-based researchen_US
dc.subjectenvironmental educationen_US
dc.subjectleadershipen_US
dc.subjectphotographyen_US
dc.subjectinformal educationen_US
dc.subjectcommunity literacyen_US
dc.subjectdiversityen_US
dc.subjectparticipatory researchen_US
dc.titleReconceptualizing child literacy: language, arts and ecology.en_US
dc.typeThesisen_US

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