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What is Funds of Knowledge

Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
An individual’s skills and knowledge that have been developed historically and culturally within their communities.
Published in Chapter:
Understanding and Supporting the Whole Child: Lessons From the Learner Variability Project
Medha P. Tare (Digital Promise, USA), Barbara Pape (Digital Promise, USA), and Alison R. Shell (Digital Promise, USA)
DOI: 10.4018/978-1-7998-8649-5.ch008
Abstract
This chapter proposes that in order to support young children in meeting and adapting to the demands of the future workforce, an educational system that recognizes the whole child and supports each child's strengths and needs according to their learner variability is needed. The authors outline how learning sciences research has illuminated the interconnections among many different factors of early math and literacy development, including early experiences at home and social-emotional well-being. Further, evidence from partnerships between the Learner Variability Project and practitioners and educational technology developers provides examples of implementation of a whole child approach in different learning environments. The chapter concludes with recommendations for policymakers and other stakeholders on how to build capacity to help every child reach their full potential.
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Culturally Responsive Special Education: Using Cultural Liaisons to Increase Family Engagement
The “essential cultural practices and bodies of knowledge that are embedded in the daily practices and routines of families” ( Moll et al., 1992 AU77: The citation "Moll et al., 1992" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ).
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Becoming an Eclectic Instructor
The background experiences that students bring to the online classroom.
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Empowering Young Children's Literacy Development Through Writing
A concept developed by Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez in 1992 during their study of Mexican households. They describe the knowledge and expertise that parents pass down to their children, that are not necessarily related to school literacies, as “funds of knowledge.”
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Timeless Traditions as a Culturally Responsive Approach in a Third Space: Honoring the Herder Curriculum in Mongolia
Collections or bodies of historical or contemporary knowledge embraced and used by cultural groups, families, or individuals that facilitates functioning and well-being in environment or context.
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Fostering Active Learning via Critical Pedagogies: Applying Reflective Research
Historically and culturally developed knowledge that empower individuals to function in a specific culture.
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Texting With Students: Facilitating Learning in Higher Education
The knowledge students embody that can directly or indirectly connect to formal classroom learning.
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Early Learning Environments: Embracing and Valuing Home Languages
The knowledge and skills acquired during everyday experiences that are historically and culturally unique and define identity.
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Preparing Teacher Candidates for Diverse Classrooms: The Role of Teacher Preparation Programs
A term that encompasses the knowledge, skills, and experiences acquired through historical and cultural interactions of an individual in their community and family life and culture through everyday living.
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Inspiring Teacher Candidates to Embrace Cultural Diversity
A term that encompasses the knowledge, skills, and experiences acquired through historical and cultural interactions of an individual in their community and family life and culture through everyday living.
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Making Literacy Culturally Relevant: An Imperative for Early Childhood Teacher Education
The background knowledge and skills that children come to school with from their homes.
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Reimagining Family Engagement: Building Equitable Relationships With Multilingual Families Under Faculty Mentorship
The knowledge that diverse students and their families possess because of their cultural, linguistic, and experiential background.
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Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School
A framework conceptualized by Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (1992) AU50: The in-text citation "Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (1992)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. that focuses on the assets traditionally marginalized (working-class) families possess and pass on to their children. Life experiences provide people with valuable knowledge, and it is teachers’ responsibility to understand those assets and use them to inform their teaching and community-building in their classrooms.
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Fostering Diverse Praxis: Pre-service Teachers' Perceptions of Efficacy
Defined by Moll, Amanti, Neff, & Gonzalez (2001) AU21: The in-text citation "Moll, Amanti, Neff, & Gonzalez (2001)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. as “the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (p. 133).
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Digital Storytelling With English Language Learning Families
Funds of knowledge are untapped cultural experiences of English Language Learners.
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Empathy First: Refurbishing a Teams' Approach to Student Success
The values, ideas, concepts, culture, and social norms of a group of people. Minoritized students bring funds of knowledge onto college campuses that are different than the values and beliefs embedded in most higher education institutions.
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Language Gap: Cultural Assumptions and Ideologies
The strengths and resources that students and families bring to school culturally and linguistically. These skills are often not recognized, valued, or capitalized upon in standard education systems.
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Critical Bilingual Leadership for Emergent Bilingual Students
The strengths and resources that students and families bring to school culturally and linguistically, often times viewed in deficit orientations by the majoritized groups in power.
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Writing as Pedagogy
The prior experiences that students bring with them to a classroom, regardless of level.
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Critical Consciousness Checklist
A student’s learned experiences and skills stemming from a history of culture and family knowledge.
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Walking the Talk: Preparing Preservice Teachers for Critical Writing Instruction Using Culturally Sustaining Pedagogy
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Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom
Rich traditions of literacy and knowledge across different families, cultures, and contexts that, if understood, acknowledged, and appropriately built upon by teachers, can help children who are linguistically and culturally diverse become more successful in school.
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Empowering Students: Decentering the English Monolingual Norm Through Discourse
The knowledge that is socially acquired from interactions with family members and caregivers, and others. Funds of knowledge include language, culture, tradition, and ways of thinking and doing.
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Towards Social Justice Through Arts and Language-Based Learning
The term presumes that all families, from all cultures, have useful skills and background knowledge that can be mobilized by educators for new learning in the classroom.
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Using Multimodal Pedagogy to Teach Languages Online: Reimagining Language Teaching With Elementary School Children
This term was coined by Dr. Luis Moll and colleagues in 1992 and it is used to refer to the home and community knowledge that learners bring to the classroom.
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Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching
The historically accumulated and culturally developed bodies of knowledge, information, skills and strategies, which underlie household and individual functioning, development, learning, and well-being.
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Differentiating Instruction for Young English Language Learners in the Content Areas
The historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being.
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Fostering Successful Communities of Collaboration Through Educational Partnerships: Strengthening Bilingual Learners' Language and Literacy Achievement Along the Texas-Mexican Border
The skills and knowledge that have been historically and culturally developed to enable an individual or household to function within a given culture. It is the knowledge and expertise that students and their family members have because of their roles in their families, communities, and culture.
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Mi Familia: Authentic Parent-Child Writing During Literacy Night
Refers to the historically and culturally accumulated understandings that are acquired through social interaction with a More Knowledgeable Other.
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Resource vs. Deficit Views About English Language Learners in Classroom Practice
Accumulated knowledge and skills underlying the cultural practices of linguistically and culturally diverse students, their families, and communities.
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The Use of Culturally Sustaining Practices in Play to Foster Resilience
A tool for examining development that seeks to understand the whole child through close observation of a child’s home environment and lived experiences.
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Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies
Theoretical model developed by Luis Moll to describe the resilience and expertise that families in the non-dominant culture bring to educational settings.
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Displacement and Dialogue: University-Community Engagement as an Expansive Learning Process
The knowledge and competencies that people have gained through life experience in their respective families, communities, and institutions.
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Kindergarten Writing: Utilizing Funds of Knowledge in a Digital Classroom
The framework of information and skills that support household functions, development, and health. Educators can become ethnographic researchers to close the racial and social stratification of education. It proposes the seemingly obvious idea that everyone has a vast amount of knowledge, that we are all made up of our unique experiences and those experiences are valuable (Moll, Amanti, Neff & Gonzalez, 1992).
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Qualitative Inquiry in Early Childhood Education Research: Interviewing to Study Schools' Recognition of Funds of Knowledge in the Kindergarten Transition
Historically developed and accumulated knowledge and strategies that are central for household function and family members’ well-being. Includes skills, abilities, ideas, and practices.
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A Fresh Look at Literacy Practices When Home Was Also School
A theory that students and families come to school with vast amounts of knowledges from their homes, work lives, and histories.
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Culturally and Linguistically Responsive Practice: A Transformative Pedagogical Model for Equity and Access
Cultural and community knowledge and strategies that families possess and utilize as they navigate their lives.
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Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom
Funds of knowledge, as defined by researchers Luis Moll, Norma Gonzalez, and Cathy Amanti (2005) AU32: The in-text citation "Luis Moll, Norma Gonzalez, and Cathy Amanti (2005)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , refer to the historically accumulated and culturally developed bodies of knowledge, skills and assets essential for household or individual functioning, well-being and cultural ways of interacting. It is argued that by integrating funds of knowledge into classroom activities, a richer and more highly scaffolded learning experience for students is created.
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School Home Interactive Curriculum Development: Teachers and Families in Partnership
1. The idea that all people and communities have valuable knowledge. 2. A specific method of researching community knowledge to enrich the school curriculum, developed by Moll et al.
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The Value of Service-Learning in L2 Teacher Preparation: Engaging in Diverse Contexts
Historically accumulated and culturally developed bodies of knowledge and skills that students have that are essential for household or individual functioning and wellbeing.
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Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices
Prior experiences that represent cultural and language that is important for the learner to be able to connect to new concepts.
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