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dc.contributor.author Wohlwend, Karen E.
dc.date.accessioned 2008-11-10T19:11:05Z
dc.date.available 2008-11-10T19:11:05Z
dc.date.issued 2008
dc.identifier.citation Wohlwend, K. E. (2008). Play as a literacy of possibilities: Expanding meanings in practices, materials, and spaces. Language Arts, 86(2), 127-136. en
dc.identifier.uri http://hdl.handle.net/2022/3253
dc.description Copyright © 2008 by the National Council of Teachers of English. Used with permission.
dc.description.abstract This reconceptualization of play as an embodied literacy explores how its multimodal facility for manipulating meanings and contexts powerfully shapes children’s learning and participation in classrooms. Three examples from one focal kindergarten in a three year study of literacy play in early childhood classrooms illustrate how young children emphasize or combine particular modes to strategically amplify their intended meanings as they play 1) to try out social practices, 2) to explore the multimodal potential of material resources, and 3) to construct spaces for peer culture within classrooms. Multimodal literacy research holds promise for convincing administrators and policy-makers to reverse the erosion of play in schools. In this classroom, a pedagogy of literacy fusion (Millard, 2003) merged two literacies—multimodal play with school literacy—producing an inclusive space where children could play with meanings and achieve school goals as they enacted literate identities in both peer and school cultures. en
dc.format.extent 1168643 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher National Council of Teachers of English en
dc.relation.isversionof http://www.ncte.org/journals/la/issues/v86-2 en
dc.subject play en
dc.subject literacy en
dc.title Play as a literacy of possibilities: Expanding meanings in practices, materials, and spaces en
dc.type Article en
dc.altmetrics.display true en


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