Research Directions: Play as a Literacy of Possibilities: Expanding Meanings in Practices, Materials, and Spaces
Research Directions: Play as a Literacy of Possibilities: Expanding Meanings in Practices, Materials, and Spaces
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研究方向：发挥可能性的素养：扩展实践、材料和空间的意义
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
K. Wohlwend
中科院分区：
文献类型：
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作者：
K. Wohlwend
这种将游戏重新概念化为一种具体的识字能力，探索了其操纵意义和语境的多通道设施如何有力地塑造了儿童在课堂上的学习和参与。在一项为期三年的幼儿课堂识字游戏研究中，一所重点幼儿园的三个例子说明了幼儿如何强调或结合特定的模式，以战略性地放大他们在玩耍时的预期意义，1)尝试社会实践，2)探索物质资源的多模式潜力，3)在课堂内为同伴文化构建空间。多模式识字研究有望说服管理者和政策制定者扭转学校游戏的侵蚀。
This reconceptualization of play as an embodied literacy explores how its multimodal facility for manipulating meanings and contexts powerfully shapes children’s learning and participation in classrooms. Three examples from one focal kindergarten in a three year study of literacy play in early childhood classrooms illustrate how young children emphasize or combine particular modes to strategically amplify their intended meanings as they play 1) to try out social practices, 2) to explore the multimodal potential of material resources, and 3) to construct spaces for peer culture within classrooms. Multimodal literacy research holds promise for convincing administrators and policy-makers to reverse the erosion of play in schools.