668
Views
1
CrossRef citations to date
0
Altmetric
Articles

Literacy beyond the home and the classroom: public environmental print and children’s literacy

, &
Pages 37-44 | Received 03 Nov 2019, Accepted 23 Jan 2020, Published online: 06 Feb 2020

References

  • Aguilar, J. 2006. “Chicano Street Signs: Graffiti as Public Literacy Practice.” Paper presented at annual meeting of the American Educational Research Association, New Orleans, LA.
  • Bishop, K., and L. Corkey. 2017. Designing Cities with Children and Young People: Beyond Playgrounds and Skate Parks. New York: Routledge.
  • Comber, B. 2015. Literacy, Place, and Pedagogies of Possibility. New York: Routledge.
  • Comber, B. 2017. “Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice.” Literacy Research: Theory, Method, and Practice 66 (1): 53–72. doi:10.1177/2381336917717479.
  • Comber, B., and H. Nixon. 2008. “Spatial Literacies, Design Texts, and Emergent Pedagogies in Purposeful Literacy Curriculum.” Pedagogies: An International Journal 3 (4): 221–240. doi:10.1080/15544800802026637.
  • Dickinson, D. K., R. M. Golinkoff, and K. Hirsch-Pasek. 2010. “Speaking Out for Language: Why Language is Central to Reading Development.” Educational Researcher 39 (4): 305–310. doi:10.3102/0013189X10370204.
  • Dowhower, S. L., and K. G. Beagle. 1998. “The Print Environment in Kindergarten: A Study of Conventional and Holistic Teachers and Their Classrooms in Three Settings.” Reading Research and Instruction 37 (3): 161–190. doi:10.1080/19388079809558263.
  • Drummond, L. 2007. “Hanoi 5000 Hoan Kiem Lakes: Using Art to Involve Young People in Urban Futures.” Children’s Geographies 5 (4): 479–488. doi:10.1080/14733280701631981.
  • Feinauer, E., and E. F. Whiting. 2012. “Examining the Sociolinguistic Context in Schools and Neighbourhoods of the Pre-adolescent Latino Students: Implications for Ethnic Identity.” Journal of Language, Identity & Education 11 (1): 52–74. doi:10.1080/15348458.2012.645398.
  • Fung, H., P. J. Miller, and L. Lin. 2004. “Listening is Active: Lessons From the Narrative Practices of Taiwanese Families.” In Family Stories and the Life Course: Across Time and Generations, edited by M. W. Pratt and B. H. Fiese, 303–323. Mahwah, NJ: Lawrence Erlbaum.
  • Gee, J. P. 1999. “Critical Issues: Reading and the New Literacy Studies: Reframing the National Academy of Sciences Report on Reading.” Journal of Literacy Research 31 (3): 355–374. doi:10.1080/10862969909548052.
  • Gleeson, B., and N. Sipe. 2006. Creating Child Friendly Cities: Reinstating Kids in the City. London: Routledge.
  • Goodman, Y. 1986. “Children Coming to Know Literacy.” In Emergent Literacy: Writing and Reading, edited by W. H. Teale and E. Sulzby, 1–14. Norwood, NJ: Ablex.
  • Harste, J., C. Burke, and V. A. Woodward. 1982. “Children’s Language and World: Initial Encounters with Print.” In Bridging the Gap: Reader Meets Author, edited by J. Langer and M. Smith-Burke, 105–131. Newark, DE: Reading Association.
  • Holloway, S. L., and G. Valentine. 2000. Children’s Geographies: Playing, Living, Learning. London: Routledge.
  • Holmes, A. 2014. “Street Art as Public Pedagogy & Community Literacy: What Walls Can Teach Us.” Ubiquity: The Journal of Literature, Literacy, and the Arts 1: 1. http://ed-ubiquity.gsu.edu/wordpress/holmes-1-1/.
  • Horner, S. S. 2005. “Categories of Environmental Print: All Logos are Not Created Equal.” Early Childhood Education Journal 33 (2): 113–199. doi:10.1007/s10643-005-0029-z.
  • Hutzel, Karen. 2007. “Reconstructing a Community, Reclaiming a Playground: A Participatory Action Research Study.” Studies in Art Education 48 (3): 299–315. doi:10.1080/00393541.2007.11650107.
  • Masonheimer, P., P. Drum, and L. Ehri. 1984. “Does Environmental Print Identification Lead Children Into Word Reading?” Journal of Literacy Research 16 (4): 257–271. doi:10.1080/10862968409547520.
  • Mills, K. A., and B. Comber. 2013. “Space, Place, and Power: The Spatial Turn in Literacy Research.” In International Handbook of Research on Children’s Literacy, Learning and Culture, edited by K. Hall, T. Cremin, B. Comber, and L. C. Moll, 412–426. Chichester: Wiley Blackwell.
  • Minks, A. 2002. “From Children’s Song to Expressive Practices: Old and New Directions in the Ethnomusicological Study.” Ethnomusicology 46 (3): 379–408. doi:10.2307/852716.
  • Moje, E. B. 2004. “Powerful Spaces: Tracing the Out-of-School Literacy Spaces of Latino/a Youth.” In Spatializing Literacy Research and Practice, edited by K. M. Leander, and M. Sheehy, 15–38. New York: Peter Lang.
  • Neuman, S. B., and D. Celano. 2001. “Access to Print in Low-income and Middle-income Communities: An Ecological Study of Four Neighbourhoods.” Reading Research Quarterly 36 (1): 8–26. doi:10.1598/RRQ.36.1.1.
  • Neuman, S. B., and K. Roskos. 1993. “Access to Print for Children of Poverty: Differential Effects of Adult Mediation and Literacy-enriched Play Settings on Environmental and Functional Print Tasks.” Educational Research 30 (1): 95–122. doi:10.3102/00028312030001095.
  • Neumann, M. M., M. Hood, and R. M. Ford. 2013a. “Using Environmental Print to Enhance Emergent Literacy and Print Motivation.” Reading and Writing 26 (5): 771–793. doi:10.1007/s11145-012-9390-7.
  • Neumann, M. M., M. Hood, and R. M. Ford. 2013b. “Mother-child Referencing of Environmental Print and its Relationship with Emergent Literacy Skills.” Early Education and Development 24 (8): 1175–1193. doi 10.1080/10409289.2013.753567.
  • Nichols, S., and H. Nixon. 2012. “Space, Place and Early Childhood Literacy.” In The SAGE Handbook of Early Childhood Literacy, edited by J. Larson and J. Marsh, 279–294. London: SAGE Publications.
  • Niklas, F., and W. Schneider. 2013. “Home Literacy and the Beginning of Reading and Spelling.” Contemporary Educational Psychology 38 (1): 40–50. doi:10.1016/j.cedpsych.2012.10.001.
  • Orellana, M. F. 2009. Translating Childhoods: Immigrant Youth, Language and Culture. Piscataway, NJ: Rutgers University Press.
  • Orellana, M. F., and J. D’warte. 2010. “Recognizing Different Kinds of “Head Starts”.” Educational Research 39 (4): 295–300. doi:10.3102/0013189X10369829.
  • Orellana, M. F., and A. Hernandez. 1999. “Talking the Walk: Children Reading Urban Environmental Print.” The Reading Teacher 52 (6): 612–619. http://www.jstor.org/stable/20202135.
  • Pahl, K., and J. Rowsell. 2006. Travel Notes From the new Literacy Studies: Instances of Practice (Vol. 4). Clevedon, Buffalo & Toronto: Multilingual Matters.
  • Phillips, L. G., and A. Hickey. 2013. “Child-led Tours of Brisbane’s Fortitude Valley as Public Pedagogy.” International Journal of Pedagogies and Learning 8 (3): 242–253. doi:10.5172/ijpl.2013.8.3.242.
  • Prior, J., and M. R. Gerard. 2004. Environmental Print for Early Childhood Literacy. Huntington Beach, CA: Shell Education.
  • Purcell-Gates, V. 1996. “Stories, Coupons and the TV Guide: Relationships Between Home Literacy Experiences and Emergent Literacy Knowledge.” Reading Research Quarterly 31 (4): 406–428. doi:10.1598/RRQ.31.4.4.
  • Rasmussen, K. 2004. “Places for Children-Children’s Places.” Childhood 11 (2): 155–173. doi:173.10.1177/0907568204043053.
  • Reutzel, D. R. 2003. “Reading Environmental Print: What is the Role of Concepts About Print in Discriminating Young Readers Responses?” Reading Psychology 24 (2): 123–162. doi:10.1080/02702710308232.
  • Ryan, D. 1990. “Public Art, Children, and Playgrounds: Design of an Earthwork for the Hidden Valley Elementary School Playground.” Children’s Environments Quarterly 7 (3): 23–31.
  • Schuermans, N., M. J. Loopmans, and J. Vandenabeele. 2012. “Public Space, Public Art and Public Pedagogy.” Social & Cultural Geography 13 (7): 675–682. doi: 10.1080/14649365.2012.728007
  • Shaffer, G., and G. McNinch. 1995. “Parents’ Perceptions of Young Children’s Awareness of Environmental Print.” In Generations of Literacy: The Seventeenth Yearbook of the College Reading Association, edited by W. Linek and E. Sturtevante, 278–286. Washington, DC: National Academy Press.
  • Soja, E. W. 2004. “Preface.” In Spatializing Literacy Research and Practice, edited by K. M. Leander and M. Sheehy, iv–viii. New York: Peter Lang.
  • STEPS Initiative. 2019. STEPS Initiative. Accessed January 6, 2020. https://stepsinitiative.com/.
  • Street, B. 1994. “The New Literacy Studies: Implications for Education and Pedagogy.” Changing English 1 (1): 113–126. doi:10.1080/1358684940010109.
  • Tisdall, K., and S. Punch. 2012. “Not So ‘New’? Looking Critically at Childhood Studies.” Children’s Geographies 10 (3): 249–264. doi:10.1080/14733285.2012.693376.
  • Tseng, Y. H. 2017. “Contextual Cues Used by Young L2 Readers: A Study of Reading English Environmental Print.” English Teaching & Learning 41 (3): 65–89. doi:10.6330/ETL.2017.41.3.03.
  • UNESCO. 2006. Education for All. Literacy for Life. Education for all Global Monitoring Report. Paris: UNESCO. Accessed July 10, 2019. http://unesdoc.unesco.org/images/0014/001416/141639e.pdf.
  • Vera, D. 2011. “Using Popular Culture Print to Increase the Emergent Literacy Skills in One High-Poverty Urban School Districts.” Journal of Early Childhood Literacy 11 (3): 307–330. doi:10.1007/s10464-009-9279-z
  • Vukelich, C. 1994. “Effects of Play Intervention on Young Children’s Reading of Environmental Print.” Early Childhood Research Quarterly 9 (2): 153–170. doi:10.1016/0885-2006(94)90003-5.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.