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Literacy Histories as Opportunities for Learning: Reflecting, Connecting, and Learning from Margaret Meek Spencer

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Title: Literacy Histories as Opportunities for Learning: Reflecting, Connecting, and Learning from Margaret Meek Spencer
Language: English
Authors: Cremin, Teresa, Hendry, Helen (ORCID 0000-0001-9615-1652)
Source: English in Education. 2022 56(3):209-221.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Literacy, Literacy Education, Story Telling, Play, Children, Reading Instruction, Narration, Fiction, Illustrations
DOI: 10.1080/04250494.2022.2090335
ISSN: 0425-0494
1754-8845
Abstract: This paper, drawing on Margaret Meek Spencer's work, considers the value of reflecting on literacy histories, whether of children, teachers, authors or academics. Margaret argued that teachers need to be open to literacy as lived, and to look, listen and learn about literacies that develop "without" direct instruction and stretch beyond "schooled" expectations. She foregrounded the power of story and narrative play for children's literacy development, the importance of the texts themselves and the particular value of author-artists. We revisit these contributions and link to related national and international research studies which develop her work, registering nonetheless that many of her insights are not yet fully reflected in policy, curricula, or classroom practice. We close by reiterating Margaret's invitation to take a mirror to our literacy histories to enable us to reflect, to connect and to understand in order to support young literacy learners more effectively.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1366552
Database: ERIC
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  Data: Literacy Histories as Opportunities for Learning: Reflecting, Connecting, and Learning from Margaret Meek Spencer
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  Data: <searchLink fieldCode="SO" term="%22English+in+Education%22"><i>English in Education</i></searchLink>. 2022 56(3):209-221.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Fiction%22">Fiction</searchLink><br /><searchLink fieldCode="DE" term="%22Illustrations%22">Illustrations</searchLink>
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  Data: This paper, drawing on Margaret Meek Spencer's work, considers the value of reflecting on literacy histories, whether of children, teachers, authors or academics. Margaret argued that teachers need to be open to literacy as lived, and to look, listen and learn about literacies that develop "without" direct instruction and stretch beyond "schooled" expectations. She foregrounded the power of story and narrative play for children's literacy development, the importance of the texts themselves and the particular value of author-artists. We revisit these contributions and link to related national and international research studies which develop her work, registering nonetheless that many of her insights are not yet fully reflected in policy, curricula, or classroom practice. We close by reiterating Margaret's invitation to take a mirror to our literacy histories to enable us to reflect, to connect and to understand in order to support young literacy learners more effectively.
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