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* According to OECD reading for pleasure is the single most
important indicator of a child's future success. 'Reading Teachers'
* * Helps the primary profession develop an evidence-informed
understanding of reading for pleasure * Draws on range of research
evidence including studies on: Reading Teachers, on Student
Teachers as Readers, on Dis/engaged Boy Readers and work with over
60 schools * Includes case studies, classroom vignettes and
dialogues undertaken in conversation with classroom teachers and
school leaders * Essential reading for all primary teachers,
headteachers, literacy coordinators, student and trainee teachers.
* According to OECD reading for pleasure is the single most
important indicator of a child's future success. 'Reading Teachers'
* * Helps the primary profession develop an evidence-informed
understanding of reading for pleasure * Draws on range of research
evidence including studies on: Reading Teachers, on Student
Teachers as Readers, on Dis/engaged Boy Readers and work with over
60 schools * Includes case studies, classroom vignettes and
dialogues undertaken in conversation with classroom teachers and
school leaders * Essential reading for all primary teachers,
headteachers, literacy coordinators, student and trainee teachers.
Expert-led, interdisciplinary, and international in scope, this
insightful book aims to increase the representation and leadership
potential of women working in academia, examining the intersection
of multiple inequalities with a specific focus on gender, age,
ethnicity, and disability. A carefully crafted response to
educational inequalities, the volume posits an invitation for
dialogue around what it means to have success in higher education.
This book expands the reader's understanding of leadership in
academia and the challenges specific to individual career pathways,
offering a plethora of practical tried-and-tested strategies that
individuals and institutions can adopt to create a more equal and
socially just academic climate. Designed to encourage reflection on
potential strategies and how they could be implemented, the ten
co-authored chapters include first-person narratives, case studies
inspired by interviews with academics, and links and
recommendations for further reading. The personal accounts of the
authors are enriched with those of other academics who have faced
challenges in career progression. Each chapter is structured as a
conversation between the authors in relation to an inequality
issue, with a summary of scholarly literature and studies on the
topic, followed by strategies successfully applied in practice.
Strategies presented are firmly rooted in the everyday reality of
working as a researcher, higher education lecturer, or academic
administrator. This book is ideal reading for any minority working
in higher education interested in promotion processes, equality and
diversity in the workplace, and mentoring. It will also be of
interest to providers of academic leadership courses,
organisations, and institutions promoting gender equality in higher
education, supporting women's careers, and improving the
representation, progression, and success of Black, Asian, and
Minority Ethnic (BAME) staff and students within higher education.
What does it mean to become a reader? What are the challenges and
opportunities of engaging children in reading for pleasure in the
21st century? This book explores the ways in which reading for
pleasure is changing in the era of globalisation, multiculturalism
and datafication. Raising the next generation of engaged readers
requires knowledge of the enduring characteristics of engagement
and markers of quality in books and e-books. In addition, in order
to develop new insights into children's experience of reading on
and off screen, nuanced understandings of psychological and
socio-cultural research are offered. The cross-disciplinary
examination integrates key research from educational psychology,
new literacies, multimodality and socio-cultural perspectives and
explores consequences for practice. An authoritative guide - it
invites graduates, researchers and teachers to participate in the
authors' interdisciplinary dialogue about reading for pleasure.
This book is available as open access through the Bloomsbury Open
Access programme and is available on www.bloomsburycollections.com.
Digital personalization is an emerging interdisciplinary research
field, with application to a variety of areas including design,
education and publication industry. This book focuses on children's
education and literacy resources, which have undergone important
changes with the 'personalization revolution' in the early 21st
century. The author develops original insights from educational
research and her own studies concerned with digital and non-digital
personalization, to discuss in a clear and critical way the
thinking, research issues and practical implications of this new
field. She scrutinises the character of technology-based
personalized education to substantiate the claim that the current
models of personalized education tend to be technology- and
business-driven, with little pedagogical understanding of the
social value of personalization. Research involving touchscreens,
personalized books and 2-8-year olds is interrogated for its impact
on children's development of language, creativity, identity, as
well as family dynamics and classroom dialogue. The literature
available on digital and non-digital personalization is discussed
in relation to five key themes of personalized education, the
so-called 5As: autonomy, authorship, aesthetics, attachment and
authenticity. It is argued that the 5As need to be anchored in
humanist principles for a sustainable pedagogy and practice. Based
on the insights from research with typically and atypically
developing children, Kucirkova proposes personalised pluralisation,
as a pedagogical framework of personalized education for the
future. The book aims to help scholars and professionals understand
the connections between personalization and literacy,
personalization and education, and personalization and wider
socio-moral issues.
This book brings together innovative work happening in childhood
research across disciplinary boundaries and across the world. It
focuses specifically on the most cutting-edge, innovative
methodological approaches in the study of children's use and
learning with digital technologies and children's experiences of
key 21st century trends (e.g. immigration or multiculturalism). A
true effort is made to have dialogues across diverse fields and
contested fields of research (including educational psychology,
post-humanist literacy, narrative approaches, developmental
approaches).The book is a comprehensive survey of methods in the
field of children's technologies. The volume is a substantive and
strategic collection of international approaches to early childhood
and technologies. The authors reflect on what works and what
doesn't work in relation to specific innovative research methods.
This collection of engaging and simple to use activities will
jumpstart students' learning and help the busy teacher to
reinvigorate their teaching through the use of mobile apps and
activities that can be used in the classroom. A wealth of practical
activities and advice on how to incorporate over 40 lively and
exciting apps into the classroom will enable teachers to deliver
creative lessons. This essential guide focuses on a range of apps,
including Skitch, QR codes, Comic Life, Do Ink Green Screen, Puppet
Pals, Our Story and much more. This book offers much needed
guidance on creative ways to integrate apps within the National
Curriculum and how they can be incorporated into the teaching of
Key Stages 1 and 2. Enabling teachers to deliver effective and
imaginative lessons through the use of apps and providing links to
a wide range of online resources, it covers all core areas of the
curriculum: English, Maths, Science, Modern Foreign Languages, ICT,
History, Geography and PE. Jumpstart! Apps is an essential
classroom resource that will encourage creative and independent
learning in children and is the perfect solution for helping
teachers, teaching assistants and students integrate apps into
their daily practice, make the most of technology at their disposal
and deliver imaginative and effective lessons.
This book provides an in-depth analysis of the challenges,
potential and theoretical possibilities of apps and considers the
processes of change for education and home learning environments.
Drawing together a diverse team of international contributors, it
addresses the specific features, context of use and content of apps
to uncover the importance of these tools for young children's
learning. Apps, Technology and Younger Learners focuses on ways
that apps support early years and primary school learning, connect
various learning spaces and engage children in a range of
edutainment and knowledge-building activities. In each chapter, the
current state of knowledge and key research questions in the field
for future study are identified, with clear messages provided at
the end of each chapter. Focusing on empirical studies and strong
theoretical frameworks, this book covers four key parts:
Understanding the learning potential of children's apps; Key app
challenges; Empirical evidence; Future avenues. This book is an
essential guide for educators, post-graduate students, researchers
and all those interested in the advantages or challenges that may
result from integrating apps into early education.
This collection of engaging and simple to use activities will
jumpstart students' learning and help the busy teacher to
reinvigorate their teaching through the use of mobile apps and
activities that can be used in the classroom. A wealth of practical
activities and advice on how to incorporate over 40 lively and
exciting apps into the classroom will enable teachers to deliver
creative lessons. This essential guide focuses on a range of apps,
including Skitch, QR codes, Comic Life, Do Ink Green Screen, Puppet
Pals, Our Story and much more. This book offers much needed
guidance on creative ways to integrate apps within the National
Curriculum and how they can be incorporated into the teaching of
Key Stages 1 and 2. Enabling teachers to deliver effective and
imaginative lessons through the use of apps and providing links to
a wide range of online resources, it covers all core areas of the
curriculum: English, Maths, Science, Modern Foreign Languages, ICT,
History, Geography and PE. Jumpstart! Apps is an essential
classroom resource that will encourage creative and independent
learning in children and is the perfect solution for helping
teachers, teaching assistants and students integrate apps into
their daily practice, make the most of technology at their disposal
and deliver imaginative and effective lessons.
In a time of automated personalized ads, artificially intelligent
social robots, and smart devices in the homes of millions, it has
become critically important to understand the impact of our
digitized selves - especially upon our younger generations. When
children as young as three can take their own selfies, and
customise their own avatars, how should we respond to the
opportunity and threat of digital personalization for young
children? Tracing thematic links between trends that are often
addressed separately, and drawing on multidisciplinary research
evidence, Kucirkova offers a comprehensive account of the effects
of digitally-mediated personalization on children's development of
'self'. Looking to the future, she provides a balanced account of
the positives and negatives of personalisation against the backdrop
of broader societal trends, such as globalisation/localisation,
(de)centralisation of services and communication. Providing
critical thinking tools, Kucirkova challenges us to understand the
profound implications that the personal data economy and
network-based technologies might have played in our own
understanding of ourselves and each other.
Expert-led, interdisciplinary, and international in scope, this
insightful book aims to increase the representation and leadership
potential of women working in academia, examining the intersection
of multiple inequalities with a specific focus on gender, age,
ethnicity, and disability. A carefully crafted response to
educational inequalities, the volume posits an invitation for
dialogue around what it means to have success in higher education.
This book expands the reader's understanding of leadership in
academia and the challenges specific to individual career pathways,
offering a plethora of practical tried-and-tested strategies that
individuals and institutions can adopt to create a more equal and
socially just academic climate. Designed to encourage reflection on
potential strategies and how they could be implemented, the ten
co-authored chapters include first-person narratives, case studies
inspired by interviews with academics, and links and
recommendations for further reading. The personal accounts of the
authors are enriched with those of other academics who have faced
challenges in career progression. Each chapter is structured as a
conversation between the authors in relation to an inequality
issue, with a summary of scholarly literature and studies on the
topic, followed by strategies successfully applied in practice.
Strategies presented are firmly rooted in the everyday reality of
working as a researcher, higher education lecturer, or academic
administrator. This book is ideal reading for any minority working
in higher education interested in promotion processes, equality and
diversity in the workplace, and mentoring. It will also be of
interest to providers of academic leadership courses,
organisations, and institutions promoting gender equality in higher
education, supporting women's careers, and improving the
representation, progression, and success of Black, Asian, and
Minority Ethnic (BAME) staff and students within higher education.
The Routledge International Handbook of Early Literacy Education
offers a pioneering overview of early literacy provision in
different parts of the world and brings together interdisciplinary
research evidence on effective literacy teaching to inform current
and future practice and policy of early literacy. From the problem
of identification of literacy difficulties in a particular learning
context to supporting the provision of early literacy through
digital media, the handbook deals with the major concerns and
newest areas of interest in literacy research. With an
international and future vision, it provides an accessible guide to
the main debates and future trends in the global field of early
literacy, and informs academics, policy-makers, practitioners,
educators and students about innovative early literacy research
methods and instruction. The three sections and 30 ground-breaking
chapters reflect a conceptual framework of questions asked by
scholars and educators interested in looking beyond traditional
definitions of literacy. Part I provides contemporary insights
collected by internationally renowned scholars on what literacy is,
and what it can offer to young children in the twenty-first
century. Part II is a collection of detailed portraits of 14
countries, regions or language communities, and focuses on early
literacy provision, practice and policy from across the world. Part
III outlines key interventions and research-endorsed practices
designed to support home-school connections and children's reading
and writing skills, as well as vocabulary, phonological awareness
and narrative abilities, with examples drawn from various home,
school and community environments. All chapters promote discussion,
critical analysis and questions for reflection and are written in
jargon-free language in an easy-to use themed format. This handbook
is an indispensable reference guide for practising teachers and
student teachers, especially those undertaking postgraduate
qualifications, as well as early literacy researchers,
policy-makers and school-based literacy leaders.
This book provides an in-depth analysis of the challenges,
potential and theoretical possibilities of apps and considers the
processes of change for education and home learning environments.
Drawing together a diverse team of international contributors, it
addresses the specific features, context of use and content of apps
to uncover the importance of these tools for young children's
learning. Apps, Technology and Younger Learners focuses on ways
that apps support early years and primary school learning, connect
various learning spaces and engage children in a range of
edutainment and knowledge-building activities. In each chapter, the
current state of knowledge and key research questions in the field
for future study are identified, with clear messages provided at
the end of each chapter. Focusing on empirical studies and strong
theoretical frameworks, this book covers four key parts:
Understanding the learning potential of children's apps; Key app
challenges; Empirical evidence; Future avenues. This book is an
essential guide for educators, post-graduate students, researchers
and all those interested in the advantages or challenges that may
result from integrating apps into early education.
What does it mean to become a reader? What are the challenges and
opportunities of engaging children in reading for pleasure in the
21st century? This book explores the ways in which reading for
pleasure is changing in the era of globalisation, multiculturalism
and datafication. Raising the next generation of engaged readers
requires knowledge of the enduring characteristics of engagement
and markers of quality in books and e-books. In addition, in order
to develop new insights into children's experience of reading on
and off screen, nuanced understandings of psychological and
socio-cultural research are offered. The cross-disciplinary
examination integrates key research from educational psychology,
new literacies, multimodality and socio-cultural perspectives and
explores consequences for practice. An authoritative guide - it
invites graduates, researchers and teachers to participate in the
authors' interdisciplinary dialogue about reading for pleasure.
The Routledge International Handbook of Learning with Technology in
Early Childhood focuses specifically on the most cutting-edge,
innovative and international approaches in the study of children's
use of and learning with digital technologies. This edited volume
is a comprehensive survey of methods in children's technologies and
contains a rich repertoire of studies from diverse fields and
research, including both educational and developmental psychology,
post-humanist literacy, applied linguistics, language and
phenomenology and narrative approaches. For ease of reference, the
Handbook's 28 chapters are divided into four thematic sections:
introduction and opening reflections; studies answering ontological
questions, which theorize how children take on original identities
in becoming literate with technologies; studies answering
epistemological questions, which focus on how children's knowledge
and learning are (co)constructed with a diverse range of
technologies; studies answering practice-related questions, which
explore the resources and conditions that create the most powerful
learning opportunities for children. Expertly edited, this
interdisciplinary and international compendium is an ideal
introduction to such a diverse, multi-faceted field.
This book is available as open access through the Bloomsbury Open
Access programme and is available on www.bloomsburycollections.com.
Digital personalization is an emerging interdisciplinary research
field, with application to a variety of areas including design,
education and publication industry. This book focuses on children's
education and literacy resources, which have undergone important
changes with the 'personalization revolution' in the early 21st
century. The author develops original insights from educational
research and her own studies concerned with digital and non-digital
personalization, to discuss in a clear and critical way the
thinking, research issues and practical implications of this new
field. She scrutinises the character of technology-based
personalized education to substantiate the claim that the current
models of personalized education tend to be technology- and
business-driven, with little pedagogical understanding of the
social value of personalization. Research involving touchscreens,
personalized books and 2-8-year olds is interrogated for its impact
on children's development of language, creativity, identity, as
well as family dynamics and classroom dialogue. The literature
available on digital and non-digital personalization is discussed
in relation to five key themes of personalized education, the
so-called 5As: autonomy, authorship, aesthetics, attachment and
authenticity. It is argued that the 5As need to be anchored in
humanist principles for a sustainable pedagogy and practice. Based
on the insights from research with typically and atypically
developing children, Kucirkova proposes personalised pluralisation,
as a pedagogical framework of personalized education for the
future. The book aims to help scholars and professionals understand
the connections between personalization and literacy,
personalization and education, and personalization and wider
socio-moral issues.
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