BOOK NOTES for
Technology and Critical Literacy in Early Childhood
Release Date : Fall 2021 or Winter 2022
BOOK NOTES for Negotiating Critical Literacies with Young Children"Through vibrant, memorable, and surprising examples of very young children grappling with very real social issues, Vivian Vasquez has transformed critical literacy in early childhood education." Karen Wohlwend, Indiana University-Bloomington "These amazing accounts, supplemented with advice for implementing critical literacy practices with young children, will inspire many teachers to explore the potential of their students’ voices and the power of young children to work for change in their schools and communities." Catherine Compton-Lilly, University of Wisconsin Madison
"Dr. Vasquez is one of the most reflective and committed scholars in the field of critical literacy, social justice and early childhood education. She is a pioneer in developing and sharing how to develop critical classroom practices. In this revised edition she shows one more time her ability to develop accessible and sophisticated ideas to educators."Carmen L. Medina, Indiana University "A concise and practical book that opens up doors for pedagogical possibilities in literacy classrooms. Any educator interested in building students’ critical literacy skills can draw on Vasquez’s range of examples – and key moments in the learning process through an audit trail!" Korina Jocson, Washington University in St. Louis
"Vivian Vasquez’s groundbreaking work challenges educators to think more expansively about young children’s critical inquiries. It is essential reading for early childhood literacy teachers and scholars." María Paula Ghiso, Teachers College, Columbia University
"Vasquez eloquently describes how teaching young children to read is more than a progression of reading skills. By taking readers through the audit trails she illustrates how the ‘teaching of reading’ cannot be isolated from the ‘teaching of critical thinking.’ This book is a cornerstone book for educators who work with young children."Bobbie Kabuto, Queens College, City University of New York
BOOK NOTES for Using Art Critically
Rather than seeing art as a curricular extra, or a fun break from the curriculum, art in the Using Art Critically series is used, like language, as a tool and toy for learning, rethinking, and outgrowing oneself. The authors' intent is to position art as a seamless, joyful, and integral part of the educative process that creates space for exploring important social issues, events, and injustices. In so doing working with art from a critical perspective becomes an opportunity to understand curriculum as one way to explore opportunities for change. This book, which is the 2nd in the Using Art Critically Series, includes strategies that can be used in elementary and secondary school and university settings.
BOOK NOTES for Using Art Critically Volume 2
Each of us has used the arts in our teaching and in workshops we have offered as an integral part of doing critical literacy work with students, including young learners and adult learners. It was while working with teachers that we were encouraged to create this series. Teachers suggested that a book of resources that pulls together some of the strategies we have used in different settings would be useful for them. The Using Art Critically series is our response to their requests.
The format and venue for producing the books came about as we attempted to find a way to produce the materials and offer them to teachers at low cost in order to make the books accessible to more people. For the same reason, we decided to create smaller books of ten strategies each rather than creating one large volume. This book is one of four volumes. The strategies across the books in the series are written in the same style drawing on a range of art forms and strategies. We hope that you will consider using these volumes in your own work and teaching.
The strategies in this book were developed using elements of critical literacy described by Vivian Vasquez, Jerome C. Harste and Peggy Albers in a variety of co-authored publications. Other references that support these strategies and key aspects of critical literacy are found in the Appendix.
BOOK NOTES for Using Art Critically Volume 3
Rather than seeing art as a curricular extra, or a fun break from the curriculum, art in the Using Art Critically series is used, like language, as a tool and toy for learning, rethinking, and outgrowing oneself. Our intent is to position art as a seamless, joyful, and integral part of the educative process that creates space for exploring important social issues, events, and injustices. In so doing working with art from a critical perspective becomes an opportunity to understand curriculum as one way to explore opportunities for change.
BOOK NOTES for
Critical Literacy Across the K-6 Curriculum
Through stories from kindergarten to sixth grade classrooms where students and teachers have attempted to put a critical edge on their teaching, this book shows critical literacy in action across the curriculum. Readers see students and teachers together using critical literacy discourse to frame conversations in ways that engage students in examining the meaning of the texts they read and acting on local and global social issues that emerge. Drawing on multiple perspectives such as cross-curricular explorations, multimedia, and child-centered inquiry pedagogies, the text features a theoretical toolkit; demonstrations from across the content areas including art, music, and media literacy; integration of technology; and attention to how critical literacy can inform decisions about standards and assessment. Annotated booklists, examples of students’ work, Reflection Questions, Try This (practical classroom strategies), and Resource Boxes can be used to encourage and support engaging in critical literacy work in different areas of the curriculum.
BOOK NOTES for
Courageous Leadership in ECE
Susi Long, Mariana Souto-Manning, and Vivian Vasquez, scholars with stellar reputations in the fields of early childhood education, critical literacy, and social justice education, have combined their considerable talents to edit a book that will serve as a beacon of hope for administrators, policymakers, and educators at all levels of learning and teaching. ~Sonia Nieto,professor emerita, University of Massachusetts, Amherst. Bestselling author of Why We Teach Now, The Light in Their Eyes, 10th Anniversary Edition, Why We Teach, and What Keeps Teachers Going?
Each chapter in Courageous Leadership in Early Childhood Education brings to mind a colleague or student. Whether school leader, teacher leader, staff member or parent, this collection of stories of social justice advocacy paints portraits of leaders who not only inspire but also impact and transform possibilities for young learners in various school settings. Everyone should buy a copy and get your highlighter ready.
~Mollie Welsh Kruger of Bank Street College of Education
This book is a must read for anyone involved in education - teachers, teacher candidates, administrators, teacher educators, and parents. It showcases the stories of courageous leaders who reflect on their own biases, help teachers do so too, enact policies and practices that address discrimination and systemic bias, help everyone grow to the benefit of children, and don't make excuses. They stand out, step out, and speak out, especially for children of color, emergent bilinguals, children from low income families, and LGBT children and families. It's easy to read and inspiring with specific strategies and approaches described. ~ Dinah Volk, Cleveland State U.
BOOK NOTES for
TECHNOLOGY AND CRITICAL LITERACY IN EARLY CHILDHOOD
"What a thrill to find a smart and accessible text written for teachers, teacher educators, and teacher education students that not only shows how technology integrates in early childhood literacy curriculum but does so in a way that recognizes children as active, productive, and critical literacy users. Unique in providing theorization and examples embedded within critical literacy and social justice aims and approaches, this is the kind of resource that teachers and teacher education students need as support and encouragement to use technology with young children and to expand their notions of literacy.” ~ Karen Wohlwend, Indiana University, USA
The more I read, the more I wanted to call every media literacy educator I know and say, "You've got to read this book. It's brilliant." Though Vasquez and Felderman never use the phrase "media literacy," the classroom activities they describe are some of the finest examples of media literacy integration I have ever seen (and I've been at this for nearly thirty years). And given that media literacy in early childhood is rare, their focus on work with children aged 5-7 is beyond exciting…The result of Vasquez's and Felderman's critical literacy approach is students who reflect on the media they encounter and create, and who routinely ask questions and are already somewhat skilled at knowing how to find answers. Most importantly, these young children come to believe in their own power to learn and make a difference in the world. Every now and then I had to remind myself that I was reading about six-year-olds! For anyone involved in a professional learning community, but especially early childhood and primary level teachers and administrators, this title would be a perfect choice for discussion.~ Faith Rogow, founding president of the National Association for Media Literacy Education.
BOOK NOTES for
Negotiating Critical Literacies with Teachers
How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education.
Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.
BOOK NOTES for Perspectives and Provocations
Perspectives and Provocations in Early Childhood Education is a publication of the ECEA. The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organization advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.
BOOK NOTES for Perspectives Vol.2
Mandates to implement practices that are antithetical to what we embrace as supportive of young children's literacy learning are pervasive. Teachers of young children are asked to teach-to-the test in ways that take away opportunities for holistic, thoughtful, play-oriented practices that allow children to construct knowledge through contextualized and purposeful experiences. In 2009 the Early Childhood Assembly was formed by a group of early childhood educators to provide a home at the National Council for Teacher of English for all who work with young children. Perspectives and Provocations in Early Childhood Education is a publication of the ECEA. The publication is intended to support teachers of young children and those interested in studying about early literacy by putting on offer texts with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. All royalties from the book go to the ECEA to help the organization advance its goals of providing scholarships for early childhood teachers to participate in conferences and professional development events.
BOOK NOTES for Getting Beyond I Like the Book
Another great easy to read book by Vivian Vasquez that explores her (and others) applications of critical literacy concepts with young children. She offers a good outline of the Freebody and Luke Four Resource Model on pages 14 and 15. She also explains critical literacy as a mixture of Whole Language and Critical Pedagogy. A great example is the activity that evolved from a Royal Mounties poster that had only men. Fantastic! ~ Jeff Share, UCLA
International Reading Association
Book of the Month
November 2009
2004 AERA
Teacher as Researcher SIG Award
2005 NCTE
James N. Britton Award
2006 AERA Division B.
Outstanding Book of the Year Award
International Reading Association
Book of the Month
May 2003
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