This chapter examines the changing landscape of literacy in the early years and considers how the diverse spaces and places in which early literacy learning is promoted and takes place can be conceptualised and researched. Ethnographic researchers have for some time emphasised the situatedness of literacy practices, arguing that they are produced and learned in the context of particular social and located relationships (e.g., Barton and Hamilton 1998; Barton, Hamilton and Ivanic 2000; Heath, 1983; Street, 1984; see also Leander and Sheehy, 2004, for studies that disrupt what they call a ‘folk’ notion of how literacies are ‘situated’). They study literacy and identity in and across the settings that constitute people's lifeworlds ...
Space, Place and Early Childhood Literacy
Space, place and early childhood literacy