Children's first school books : introductions to the culture of literacy
Author(s)
Bibliographic Information
Children's first school books : introductions to the culture of literacy
（The language library）
B. Blackwell, 1989
- : pbk
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Note
Bibliography: p. [208]-218
Includes index
Description and Table of Contents
- Volume
-
ISBN 9780631159261
Description
Children's first school books are neither content free nor neutral and reading schemes represent their first encounters with the terrain of school culture and the first stage in the systematic recasting of the child's world. Working from textual analyses of a large collection of early reading materials, Carolyn Baker and Peter Freebody aim to present a thorough account of their language, form and content. Their concern is with the part they play in introducing children to the conventions of written text, to school knowledge and the social relations of schooling. Embedded in the content and structure of these books they find subtle but powerful guidelines as to how children should view themselves as members of the social world. Exploring the relations between these apparently simple introductory school books and contemporary theorizing about literacy, society and schooling, the authors discuss how, in the light of their findings, teachers can best deal with the problems and possiblities presented by the reading materials they use.
- Volume
-
: pbk ISBN 9780631159278
Description
Children's first school books are neither content free nor neutral and reading schemes represent their first encounters with the terrain of school culture and the first stage in the systematic recasting of the child's world. Working from textual analyses of a large collection of early reading materials, Carolyn Baker and Peter Freebody present a thorough account of their language, form and content. Their concern in particular is with the part they play in introducing children to the conventions of written text, to school knowledge and the social relations of schooling. Embedded in the content and structure of these books they find subtle but powerful guidelines as to how children should view themselves and conceive of themselves as members of the social world. Exploring the relations between these apparently simple introductory school books and contemporary theorizing about literacy, society and schooling, the authors discuss how, in the light of their findings, teachers can best deal with the problems and possiblities presented by the reading materials they use.
Table of Contents
Preface Introduction 1. Background Considerations 2. A Descriptive Outline of the Beginning Reading Corpus 3. Constructing the Social World 4. The Work of the Author 5. Talk on Paper: The Representation of Conservation 6. Characterizing Children 7. Lessons in the Culture of School Literacy 8. Text as Topic: Some Conclusions and Implications for Children and Literacy References Materials Reference List Appendix: Vocabulary Contents of the Beginning Reading Corpus students of primary education taking courses on the teaching of reading/literacy or on language in education. Teachers of reading. Specialists in teaching reading and literacy.
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