Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design in an early literacy apprenticeship

Reading Research Quarterly

Volumn 43, Issue 4, 2008, Pages 332-334

  Wohlwend, Karen E ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54449090131     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.43.4.1     Document Type: Article

References (22)

1. Bloome, D., Carter, S.P., Christian, B.M., Otto, S., & Shuart-Faris, N. (2005). Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, NJ: Erlbaum.
2. Bomer, R. (2003). Things that make kids smart: A Vygotskian perspective on concrete tool use in primary literacy classrooms. Journal of Early Childhood Literacy, 3(3), 223-247. doi:10.1177/1468798403033002
3. Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, England: Cambridge University Press.
4. Corsaro, W.A. (2003). We're friends right?: Inside kids' culture. Washington, DC: Joseph Henry.
5. Dyson, A.H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
6. Engestrōm, Y. (1990). Learning, working, and imagining: Twelve studies in activity theory. Helsinki, Finland: Orienta-Konsultit.
7. Gee, J.P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
8. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
9. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
10. Leander, K.M. (2002). Polycontextual construction zones: Mapping the expansion of schooled space and identity. Mind, Culture, and Activity, 9(3), 211-237. doi:10.1207/S15327884MCA0903_04
11. Leont'ev, A.N. (1978). Activity, consciousness, and personality (M.J. Hall, Trans.). Englewood Cliffs, NJ: Prentice Hall.
12. Lewis, C., Enciso, P., & Moje, E.B. (2007). Identity, agency, and power: Reframing sociocultural research on literacy. Mahwah, NJ: Erlbaum.
13. Marsh, J. (1999). Batman and Batwoman go to school: Popular culture in the literacy curriculum. International Journal of Early Years Education, 7(2), 117-131.
14. Norris, S., & Jones, R.H. (2005). Discourse in action: Introducing mediated discourse analysis. New York: Routledge.
15. Rowe, D.W. (2008). The social construction of intentionality: Two-year-olds' and adults' participation at a preschool writing center. Research in the Teaching of English, 42(4), 387-434.
16. Scollon, R. (2001). Mediated discourse: The nexus of practice. London: Routledge.
17. Scollon, R., & Scollon, S.W. (2004). Nexus analysis: Discourse and the emerging internet. New York: Routledge.
18. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
19. Whitmore, K.F., Martens, P., Goodman, Y.M., & Owocki, G. (2004). Critical lessons from the transactional perspective on early literacy research. Journal of Early Childhood Literacy, 4(3), 291-325. doi: 10.1177/1468798404047291
20. Wohlwend, K.E. (2006). "I am not an American girl!": Resisting discourses of patriotism, child innocence, and agency. International Journal of Equity and Innovation in Early Childhood, 4(1), 48-62.
21. Wohlwend, K.E. (2007). More than a child's work: Framing teacher discourse about play. InterActions: UCLA Journal of Education and Information Studies, 3(1), 1-25.
22. Wohlwend, K.E. (2008). From "What did I write?" to "Is this right?". Intention, convention, and accountability in early literacy. The New Educator, 4(1), 43-63. doi:10.1080/15476880701829259