Social products and cultural sites of authentic storytelling imbued with differential meaning and value.
Published in Chapter:
Children's Literature as Pedagogy: Learning Literacy Through Identity in Meaningful Communities of Practice
Alicia Curtin (University College Cork, Ireland)
Copyright: © 2020
|Pages: 19
DOI: 10.4018/978-1-7998-2722-1.ch016
Abstract
This chapter explores the use of children's literature as pedagogy for literacy learning in diverse and multilingual classrooms. The author employs a sociocultural and relational understanding of literacy and learning to establish a theoretical framework for an approach that focuses on meaning-making, doing, and learning through stories as both a personal journey and a sociocultural practice. The complex sociocultural relationships between learning, literacy, identity, experience, power, agency, knowledge, value, success, and failure at the heart of the learning process remain central throughout this chapter. The reader is encouraged to consider their own life stories, experiences, definitions, and understandings of learning and literacy and the impact these may have on the life stories, experiences, definitions, and understandings of learning and literacy of the students in their care.