Before Writing

Rethinking the Paths to Literacy

Nonfiction, Reference & Language, Language Arts, Linguistics
Cover of the book Before Writing by Gunther Kress, Taylor and Francis
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Author: Gunther Kress ISBN: 9781134774029
Publisher: Taylor and Francis Publication: August 19, 2005
Imprint: Routledge Language: English
Author: Gunther Kress
ISBN: 9781134774029
Publisher: Taylor and Francis
Publication: August 19, 2005
Imprint: Routledge
Language: English

Gunther Kress argues for a radical reappraisal of the phenomenon of literacy, and hence for a profound shift in educational practice. Through close attention to the variety of objects which children constantly produce (drawings, cuttings-out, 'writings' and collages), Kress suggests a set of principles which reveal the underlying coherence of children's actions; actions which allow us to connect them with attempts to make meaning before they acquire language and writing.
This book provides fundamental challenges to commonly held assumptions about both language and literacy, thought and action. It places these challenges within the context of speculation about the abilities and dispositions essential for children as young adults, and calls for the radical decentring of language in educational theory and practice.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Gunther Kress argues for a radical reappraisal of the phenomenon of literacy, and hence for a profound shift in educational practice. Through close attention to the variety of objects which children constantly produce (drawings, cuttings-out, 'writings' and collages), Kress suggests a set of principles which reveal the underlying coherence of children's actions; actions which allow us to connect them with attempts to make meaning before they acquire language and writing.
This book provides fundamental challenges to commonly held assumptions about both language and literacy, thought and action. It places these challenges within the context of speculation about the abilities and dispositions essential for children as young adults, and calls for the radical decentring of language in educational theory and practice.

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