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Reading and writing behind the backs of the teachers - concerning communities of literacy
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
(English)Conference paper (Refereed)
Abstract [en]

The paper presents results from my thesis Seven children learn to read and write. Family life and popular culture in contact with preschool and primary school. The thesis is an ethnographic study in which seven Swedish children from different social and cultural environments were followed over three years. The study began when the children were four years old.

The main aim of the thesis was to investigate through what social and cultural practices seven children met literacy events in their families. A further aim was to study the transition between home, preschool, preschool class and primary school in order to determine to what extent and in what ways the children were allowed to use their previous experience with and knowledge of literacy.

All the seven children display extensive knowledge of literacy in connection with popular culture and the media in their homes. In primary school, however, this knowledge is banished to the playground. Traditional instruction for reading and writing does not build on children’s everyday experiences, for instance, from the world of popular culture.  Behind the backs of the teachers the children however compare images and texts, teach each other words, discuss and argue. The children build “communities of literacy” where popular culture creates common frames of reference for children that adults largely remain outside.


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URN: urn:nbn:se:uu:diva-102835OAI: oai:DiVA.org:uu-102835DiVA: diva2:216856
Konferensbidrag vid "Designs for learning" First international conference, 2008, Defining the field, 3-4 mars 2008, StockholmAvailable from: 2009-05-12 Created: 2009-05-12 Last updated: 2009-11-04Bibliographically approved

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