International Handbook of Research on Children's Literacy, Learning and Culture

International Handbook of Research on Children's Literacy, Learning and Culture

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Overview

International Handbook of Research on Children's Literacy, Learning and Culture by Kathy Hall

The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies.

  • Features chapters that conceptualize, interpret, and synthesize relevant research
  • Critically reviews past and current research in order to influence future directions in the field of literacy
  • Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures

Product Details

ISBN-13: 9781118323304
Publisher: Wiley
Publication date: 02/26/2013
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 584
File size: 2 MB

About the Author

Kathy Hall is Professor of Education at University College Cork. She is co-editor of Learning and Practice: Culture and Identities (2008) and Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (2010), and co-author of Loris Malaguzzi and the Reggio Emilia Experience (2010).

Teresa Cremin is a Professor of Education (Literacy) in the Faculty of Education and Language Studies at the Open University. She is co-author of Writing Voices: Creating Communities of Writers (2012) and co-editor of Creative Learning 3-11 (2008).

Barbara Comber is a Research Professor in the Faculty of Education at Queensland University of Technology. She is co-editor of The Hawke Legacy: Towards a Sustainable Society (2009) and Literacies in Place: Teaching Environmental Communication (2007).

Luis C. Moll is Professor in the Language, Reading and Culture Program of the College of Education, University of Arizona. He is co-editor of Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms (2005), which received the 2006 Critics’ Choice Award of the American Educational Studies Association.

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