Multiliteracies in Early Childhood Education: Engagement and Meaning-Making in Primary Classrooms
| dc.contributor.author | Pugh, Erin Lynn | |
| dc.contributor.supervisor | Streelasky, Jodi | |
| dc.date.accessioned | 2017-04-28T22:15:26Z | |
| dc.date.available | 2017-04-28T22:15:26Z | |
| dc.date.copyright | 2017 | en_US |
| dc.date.issued | 2017-04-28 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | A multiliteracies focus in primary classes is significant for young children, as it allows them opportunities to express their knowledge in unlimited ways. This project explores the findings from a review of current literature related to social, cultural, and linguistic implications of multiliteracies pedagogy in early childhood education settings. I review numerous research studies whose focus on multiliteracies intertwines with aspects of society, family, culture, and language in new and unique ways. In doing so, I take into consideration the ongoing transformation of the British Columbia Language Arts curriculum (2016), the importance of utilizing students’ funds of knowledge, and explore multiliteracies practices in early childhood educational settings around the world. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/8013 | |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ | * |
| dc.subject | multiliteracies | |
| dc.subject | funds of knowledge | |
| dc.subject | multiple literacies | |
| dc.subject | early childhood education | |
| dc.title | Multiliteracies in Early Childhood Education: Engagement and Meaning-Making in Primary Classrooms | en_US |
| dc.type | project | en_US |