Geosemiotics<-->Social Geography: Preschool Places and School(ed) Spaces
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| Title: | Geosemiotics<-->Social Geography: Preschool Places and School(ed) Spaces |
|---|---|
| Language: | English |
| Authors: | Whittingham, Colleen E. |
| Source: | Journal of Literacy Research. Mar 2019 51(1):52-74. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Preschool Education Early Childhood Education |
| Descriptors: | Human Geography, Semiotics, History, Literacy, Preschool Education, Teaching Methods, Discourse Analysis, Culturally Relevant Education, Space Classification, Space Utilization, Physical Environment, Classroom Environment, Video Technology, Teacher Student Relationship |
| DOI: | 10.1177/1086296X18820644 |
| ISSN: | 1086-296X |
| Abstract: | The purpose of the present article is to attend to the theoretical and methodological implications of expanding a view of geosemiotic to include a social geography lens. A Geosemiotics<-->social geography approach creates possibilities to more fully attend to the dynamic and dialogic relationship of material, spatial, and social resources as mediators of literacy interactions. The article begins with a brief history of geosemiotics, advocating for the integration of social geography when attending to place semiotics specifically. This argument is situated within the existing landscape of spatialized literacy research, and illustrates one methodological approach found to be useful when applying an analysis informed by both theoretical perspectives. An analysis of early literacy interactions of one preschool classroom serves as an example to highlight the utility of this approach when investigating the social production of school[ed] spaces. Implications for literacy theory, methods, and instruction are discussed. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2019 |
| Accession Number: | EJ1204809 |
| Database: | ERIC |
| Abstract: | The purpose of the present article is to attend to the theoretical and methodological implications of expanding a view of geosemiotic to include a social geography lens. A Geosemiotics<-->social geography approach creates possibilities to more fully attend to the dynamic and dialogic relationship of material, spatial, and social resources as mediators of literacy interactions. The article begins with a brief history of geosemiotics, advocating for the integration of social geography when attending to place semiotics specifically. This argument is situated within the existing landscape of spatialized literacy research, and illustrates one methodological approach found to be useful when applying an analysis informed by both theoretical perspectives. An analysis of early literacy interactions of one preschool classroom serves as an example to highlight the utility of this approach when investigating the social production of school[ed] spaces. Implications for literacy theory, methods, and instruction are discussed. |
|---|---|
| ISSN: | 1086-296X |
| DOI: | 10.1177/1086296X18820644 |
