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Kindergarten as nexus of practice: ...

Wohlwend, Karen E.

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design practices in an early literacy apprenticeship./
Author:	Wohlwend, Karen E.
Description:	248 p.
Notes:	Adviser: Kathryn F. Whitmore.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266013
ISBN:	9780549061243

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

Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design practices in an early literacy apprenticeship. - 248 p.

Adviser: Kathryn F. Whitmore.

Thesis (Ph.D.)--The University of Iowa, 2007.

How do young children learn to mean with things? How do they use meanings and materials appropriated from a dynamic landscape of toys, popular media, and emerging technologies to read, write, play and design in a kindergarten classroom?

ISBN: 9780549061243Subjects--Topical Terms:

1017530
Education, Early Childhood.

Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design practices in an early literacy apprenticeship.
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020 $a 9780549061243
035 $a (UMI)AAI3266013
035 $a AAI3266013
040 $a UMI $c UMI
100 1 $a Wohlwend, Karen E. $3 1272844
245 1 0 $a Kindergarten as nexus of practice: A mediated discourse analysis of reading, writing, play, and design practices in an early literacy apprenticeship.
300 $a 248 p.
500 $a Adviser: Kathryn F. Whitmore.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2385.
502 $a Thesis (Ph.D.)--The University of Iowa, 2007.
520 $a How do young children learn to mean with things? How do they use meanings and materials appropriated from a dynamic landscape of toys, popular media, and emerging technologies to read, write, play and design in a kindergarten classroom?
520 $a In this study, fieldnotes, videotapes, and photographs documented children's talk and action with physical materials in learner-directed activities during weekly visits over one year in a midwestern kindergarten. Informants included 1 teacher and 21 kindergartners. Transactional literacy, social semiotic, and critical sociocultural theories framed children's meaning-making as mediated, motivated, and situated in an early literacy apprenticeship. Mediated discourse analysis, multimodal discourse analysis, and critical discourse analysis of kindergartners' interactions revealed transformations in meanings and social positioning.
520 $a The research showed play-integrated practices in a mediated environment (1) created opportunities for meaning-making and produced transformations of texts, images, artifacts, identities, and spaces and (2) expanded and restricted children's participation in the learning community.
520 $a Children integrated practices in varied combinations across three affinity groups. I named each group to reflect their shared preferences for particular practices and materials: (1) "Abbie Wannabes" regularly integrated reading and play practices as they pretended to be the teacher while reading books and charts. Through pretense that reproduced school routines and feminine nurturing, children used approximated reading to make texts accessible as they playfully taught each other to read. (2) "Disney Princess Players" merged play and writing practices to appropriate and recontextualize popular media by twisting and remixing gendered Disney Princess themes as they animated dolls to author books, puppet shows, and plays. (3) "Just Guys" combined design and play practices to explore design tools and "make stuff" associated with college sports, creating masculine space where boys could resist teacher mediation and feminine nurturing by describing their projects as "just a design."
520 $a Combined practices merged school and peer cultures, creating third space between dissonant discourses and activity systems (school administration, multimedia and toy industry, and early childhood teaching). Children's play practices laminated real and imagined contexts, creating slippages that enabled identity shifts and greater participation within each affinity group and within the classroom community.
590 $a School code: 0096.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Reading. $3 1017790
690 $a 0279
690 $a 0518
690 $a 0535
710 2 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0096
790 1 0 $a Whitmore, Kathryn F., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266013