I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule
In this our sixth publication in the Skriftkultur series, we focus on an issue at the outskirts of written culture – specifically the period from age 0-8 during which children develop language and are initiated into written culture and text-oriented society. Children begin formal training in read...
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| Format: | Online |
| Language: | Nynorsk |
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Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
2024
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| Online Access: | https://library.oapen.org/handle/20.500.12657/95833 |
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| author | Aske Håberg, Liv Ingrid Kløve Juuhl, Gudrun Jarle Helset, Stig Brunstad, Endre Lie Anderson, Ragnhild Langsholt Holmqvist, Karen Hovde, Hildegunn Huse, Berit Høisæter, Sissel Margrethe Johnsen, Ragni Vik Matre, Synnøve Myklebust, Hege Hansson Myran, Iris Norrman, Kimberly Olave Riis-Johansen, Marit Salhus, Øystein Løvik Saure, Ingrid Solheim, Randi Storebø, Kathrin Liselott Strand, Bror-Magnus S. |
| author_browse | Aske Håberg, Liv Ingrid Brunstad, Endre Hansson Myran, Iris Hovde, Hildegunn Huse, Berit Høisæter, Sissel Margrethe Jarle Helset, Stig Johnsen, Ragni Vik Kløve Juuhl, Gudrun Langsholt Holmqvist, Karen Lie Anderson, Ragnhild Løvik Saure, Ingrid Matre, Synnøve Myklebust, Hege Norrman, Kimberly Olave Riis-Johansen, Marit Salhus, Øystein Solheim, Randi Storebø, Kathrin Liselott Strand, Bror-Magnus S. |
| author_facet | Aske Håberg, Liv Ingrid Kløve Juuhl, Gudrun Jarle Helset, Stig Brunstad, Endre Lie Anderson, Ragnhild Langsholt Holmqvist, Karen Hovde, Hildegunn Huse, Berit Høisæter, Sissel Margrethe Johnsen, Ragni Vik Matre, Synnøve Myklebust, Hege Hansson Myran, Iris Norrman, Kimberly Olave Riis-Johansen, Marit Salhus, Øystein Løvik Saure, Ingrid Solheim, Randi Storebø, Kathrin Liselott Strand, Bror-Magnus S. |
| author_sort | Aske Håberg, Liv Ingrid |
| collection | Directory of Open Access Books |
| description | In this our sixth publication in the Skriftkultur series, we focus on an issue at the outskirts of written culture – specifically the period from age 0-8 during which children develop language and are initiated into written culture and text-oriented society.
Children begin formal training in reading, writing and written language when they start school; they are then officially enrolled as aspirants in written culture. However, starting school is only one of many events in the process by which children become participants in written culture and the text society. In addition to school, indoctrination in writing takes place in kindergarten, at home and in children’s free time. We can therefore speak of a large border zone of written culture that corresponds to the time in life and the activities that children engage in before they fully master written language. This border zone is often referred to as early or emergent literacy (Barton, 2007) and is characterized by increasing linguistic competence with regard to both verbal and written language.
In this special issue, you can read about how children enter and become included in text-oriented culture and the writing community through science conversations in kindergarten, song sessions, reading picture books, conversations about letters, role play, narrative writing using resources from both popular culture and the school context, functional writing instruction in school, and self-initiated text production in their free time! A common feature of the studies is that the children engaged in them, whether they are two, five or ten years old, actively explore and acquire knowledge about language, texts and ultimately, the world. Let these actively working young people be this special issue's most visible contribution to the professional conversation about early literacy, writing culture, and reading and writing education. |
| format | Online |
| id | doab-20.500.12854ir-148439 |
| institution | Directory of Open Access Books |
| language | nno |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| publisherStr | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1484392025-07-21T15:45:12Z I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule Aske Håberg, Liv Ingrid Kløve Juuhl, Gudrun Jarle Helset, Stig Brunstad, Endre Lie Anderson, Ragnhild Langsholt Holmqvist, Karen Hovde, Hildegunn Huse, Berit Høisæter, Sissel Margrethe Johnsen, Ragni Vik Matre, Synnøve Myklebust, Hege Hansson Myran, Iris Norrman, Kimberly Olave Riis-Johansen, Marit Salhus, Øystein Løvik Saure, Ingrid Solheim, Randi Storebø, Kathrin Liselott Strand, Bror-Magnus S. Aske Håberg, Liv Ingrid Kløve Juuhl, Gudrun Jarle Helset, Stig Brunstad, Endre early literacy, kindergarten, writing culture in kindergarten, beginner's education, framework plan for kindergarten, tidleg literacy, barnehage, skriftkultur i barnehagen, begynnaropplæring, rammeplan for barnehagen thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education In this our sixth publication in the Skriftkultur series, we focus on an issue at the outskirts of written culture – specifically the period from age 0-8 during which children develop language and are initiated into written culture and text-oriented society. Children begin formal training in reading, writing and written language when they start school; they are then officially enrolled as aspirants in written culture. However, starting school is only one of many events in the process by which children become participants in written culture and the text society. In addition to school, indoctrination in writing takes place in kindergarten, at home and in children’s free time. We can therefore speak of a large border zone of written culture that corresponds to the time in life and the activities that children engage in before they fully master written language. This border zone is often referred to as early or emergent literacy (Barton, 2007) and is characterized by increasing linguistic competence with regard to both verbal and written language. In this special issue, you can read about how children enter and become included in text-oriented culture and the writing community through science conversations in kindergarten, song sessions, reading picture books, conversations about letters, role play, narrative writing using resources from both popular culture and the school context, functional writing instruction in school, and self-initiated text production in their free time! A common feature of the studies is that the children engaged in them, whether they are two, five or ten years old, actively explore and acquire knowledge about language, texts and ultimately, the world. Let these actively working young people be this special issue's most visible contribution to the professional conversation about early literacy, writing culture, and reading and writing education. I dette sjette nummeret av skriftserien Skriftkultur rettar vi søkjelyset på eitt av skriftkulturens grenseland – nærare bestemt perioden der barn i alderen 0–8 år utviklar språk og vert innlemma i skriftkulturen og tekstsamfunnet. Barn byrjar den formelle opplæringa i lesing, skriving og skriftspråk når dei byrjar på skulen, og då vert dei offisielt opptekne som aspirantar i skriftkulturen. Likevel er skulestart berre ei av mange hendingar i prosessen der barn vert deltakarar i skriftkulturen og tekstsamfunnet. Innlemminga i det skriftlege skjer, i tillegg til i skulen, både i barnehagen, heime og elles på fritida. Vi kan altså snakka om eit stort grenseland til skriftkulturen som omfattar den tida i livet og dei aktivitetane barn held på med før dei til fulle meistrar skriftspråket. Dette grenselandet vert ofte omtala som tidleg eller emergent literacy og er kjenneteikna av aukande språkleg kompetanse både med omsyn til verbalt språk og skriftspråk. I dette temanummeret kan du lesa om korleis barn både vert innlemma og tek seg inn i tekstkulturen og skriftsamfunnet gjennom naturfaglege samtalar i barnehagen, songstunder, fagbiletboklesing, undrande samtalar om bokstavar, rolleleik, forteljingsskriving ved bruk av ressursar frå både populærkultur og skulekontekst, funksjonell skriveopplæring i skulen og eigeninitiert tekstproduksjon på fritida! Eit fellestrekk ved studiane er at barna som opptrer, anten dei er to, fem eller ti år gamle, aktivt utforskar og tileignar seg kunnskap om språk, tekstar og i siste instans, verda. Lat då desse aktivt arbeidande ungane vera dette temanummeret sitt synlegaste bidrag til den faglege samtalen om tidleg literacy, skriftkultur og lese- og skriveopplæring. 2024-12-16T10:19:06Z 2024-12-16T10:19:06Z 2024-12-18T12:43:20Z 2024 book https://library.oapen.org/handle/20.500.12657/95833 9788202855604 9788202866549 9788202866532 9788202866556 https://directory.doabooks.org/handle/20.500.12854/148439 nno Skriftkultur open access image/png image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution 4.0 International https://library.oapen.org/bitstream/20.500.12657/95841/1/schumann_nationalsozialismus.pdf https://library.oapen.org/bitstream/20.500.12657/95833/1/Skriftkultur_6.pdf Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) 10.23865/noasp.229 10.23865/noasp.229 9266f8a8-a49e-4697-9bd1-69645f9037c2 Høgskulen i Volda b9098b9c-6ae3-469f-bc83-0d6a1424a88c 9788202855604 9788202866549 9788202866532 9788202866556 307 Oslo open access |
| spellingShingle | early literacy, kindergarten, writing culture in kindergarten, beginner's education, framework plan for kindergarten, tidleg literacy, barnehage, skriftkultur i barnehagen, begynnaropplæring, rammeplan for barnehagen thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education Aske Håberg, Liv Ingrid Kløve Juuhl, Gudrun Jarle Helset, Stig Brunstad, Endre Lie Anderson, Ragnhild Langsholt Holmqvist, Karen Hovde, Hildegunn Huse, Berit Høisæter, Sissel Margrethe Johnsen, Ragni Vik Matre, Synnøve Myklebust, Hege Hansson Myran, Iris Norrman, Kimberly Olave Riis-Johansen, Marit Salhus, Øystein Løvik Saure, Ingrid Solheim, Randi Storebø, Kathrin Liselott Strand, Bror-Magnus S. I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule |
| title | I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule |
| title_full | I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule |
| title_fullStr | I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule |
| title_full_unstemmed | I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule |
| title_short | I skriftkulturens grenseland – tidleg literacy i barnehage, fritid og skule |
| title_sort | i skriftkulturens grenseland tidleg literacy i barnehage fritid og skule |
| topic | early literacy, kindergarten, writing culture in kindergarten, beginner's education, framework plan for kindergarten, tidleg literacy, barnehage, skriftkultur i barnehagen, begynnaropplæring, rammeplan for barnehagen thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education |
| topic_facet | early literacy, kindergarten, writing culture in kindergarten, beginner's education, framework plan for kindergarten, tidleg literacy, barnehage, skriftkultur i barnehagen, begynnaropplæring, rammeplan for barnehagen thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education thema EDItEUR::2 Language qualifiers::2A Indo-European languages::2AC Germanic and Scandinavian languages::2ACS Scandinavian languages::2ACSN Norwegian::2ACSNK Norwegian, nynorsk thema EDItEUR::C Language and Linguistics::CF Linguistics::CFC Literacy thema EDItEUR::J Society and Social Sciences::JN Education::JNG Early childhood care and education |
| url | https://library.oapen.org/handle/20.500.12657/95833 |
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