Eve Bearne

Interview with Gunther Kress.

Developments in technology inevitably influence social, cultural, and communicative practices. Dominant language-based practices are giving way to a ‘‘new communications landscape’’ (Kress, 1997, 2003b) which is inherently multimodal. The forms and functions of text are in the process of a radical change which dislodges conventional notions of what literacy is and might become. Equally, changes in communicative environments mean that social practices around literacy are being reshaped, and are themselves reshaping views of literacy. In this interview Gunther Kress explains how he sees the emerging textual and communications landscape as influenced by developments in digital technology, identifying some aspects of new social relations and the semiotic dispositions which are related to them. He revisits what he sees as the future of literacy (Kress, 2003a) and explains how critique might be re-examined in a time of social instability. Outlining his views of rhetoric and design, he indicates the potential impact of a reconception of knowledge and the production of knowledge on educational policy and practice.

Primary teachers as readers

Abstract In the context of the continued pressure and politicisation of the teaching of reading in England, the United Kingdom Literacy Association (UKLA) sought to ascertain patterns in primary teachers’ reading, both personally and professionally. The project, undertaken in 11 Local Authorities in England, explored 1200 primary teachers’ personal reading habits and preferences, investigated their knowledge of children’s literature, and documented their reported use of texts in the classroom through a questionnaire. In addition, it sought to establish the extent of the teachers’ involvement with and use of local area/school library services. This paper reports on the findings with reference to the teachers’ personal reading, the frequency of this reading and the sources they use to select their reading material. It also considers the teachers’ favourite childhood texts and the books they identified as highly significant to them, as well as their perceptions of the importance of literature. Connections are made to the data gathered about their knowledge of children’s literature, and how primary teachers decide which literature to work with in the classroom.

A Good Listening to: Year 3 Pupils Talk About Learning

The revised Code of Practice for Special Educational Needs and the General Statement for Inclusion (DfES, 2001) suggest an increasing emphasis on pupil participation and voice. Drawing on material that formed part of a research project entitled Sustaining Pupils’Progress in Learning at Year 3, Eve Bearne considers how young pupils’ voices can contribute to debates about inclusive school and classroom practice. What can young learners tell us? And, importantly, are we prepared to listen?

‘Doggy's dead’: reflecting on a teacher research study about young children's sociodramatic play

Abstract This article is a reflection on the authors M.Ed. research study, undertaken whilst working full time as a nursery teacher, in which she explores her concerns and the moments of illumination through the research process. She reflects on ways she began to make sense of young childrens learning, using some key moments in the study, which examined how children construct meaning from sociodramatic play. The support of her academic mentor and research assistant were integral, so throughout this article there are reflections from them, offering their perspectives. In reviewing the research process the author considers the importance of detailed observation and how watching videos of themselves playing helped children reflect on their learning. By analysing data, particularly video clips without sound, the author was able to delve beneath the surface structure of childrens sociodramatic play, which enabled her to make key findings, which are summarised here. Finally, the author describes what was so valuable for her own learning and why she feels teacher research is important in influencing practice.

Book Review: Understanding Research in Early Education: The Relevance for the Future of Lessons from the Past, 2nd edn.; On Writing Educational Ethnographies: The Art of Collusion

Cambridge: Cambridge University Press. Kress, G. (2000) Early Spelling: Between Convention and Creativity. London and New York: Routledge. Skutnab-Kangas, T. (2000) Linguistic Genocide in Education: Or World-wide Diversity and Human Rights? Mahwah, NJ: Lawrence Erlbaum. South African Department of Education (1997) Language in Education Policy. Pretoria: Department of Education. Taylor, D. and Dorsey-Gaines, C. (1988) Growing Up Literate: Learning from Inner City Families. Portsmouth, NH: Heinemann.