Early Literacy

Towards a Semiotic Approach

Authored by: Susan E. Hill , Sue Nichols

Handbook of Research on the Education of Young Children

Print publication date:  August  2012
Online publication date:  January  2013

Print ISBN: 9780415884341
eBook ISBN: 9780203841198
Adobe ISBN: 9781136897023

10.4324/9780203841198.ch9

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Abstract

The definition of early literacy has always been dependent on social views about the nature of mature literate competence. That is, a view of the future adult and how he or she will read, write, and communicate has reached down to shape the education system’s approach to inculcating young children into literacy and, consequently, parents’ understandings of how to prepare their children for literacy instruction. The National Council of Teachers of English (NCTE) has called for a redefinition of the requirements for literate citizenship: “Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies” (NCTE, 2008).

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