Cmap
Concept Mapping and Early Literacy: A Promising Crossroads

Cassata-Widera, Amy E. (2008) Concept Mapping and Early Literacy: A Promising Crossroads. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Third Int. Conference on Concept Mapping. Tallinn University, Tallinn, Estonia, pp. 189-196. ISBN 978-9985-58-584-9

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Abstract

Through a qualitative analysis of conversation in teacher-guided concept mapping activities in a single kindergarten classroom over eight weeks, the present study explores the ways in which concept mapping promotes three important dimensions of emergent literacy. Specifically, teacher-child conversations facilitated the following three understandings important for literacy development: 1) Expository language genres can be used to obtain or provide decontextualized information; 2) A relationship exists between the elements of printed or symbolic representation and words in a spoken proposition; 3) Creating text is an inherently social process, with the purposes of communicating and sharing one’s thinking with others. Findings illustrate, through excerpts of conversations, the various ways that these aspects of literacy were co-constructed between classroom participants, highlighting the important role of the teacher in scaffolding children’s understanding of the meaning and functions of the concept map and its elements.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2008
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
P Language and Literature > P Philology. Linguistics
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 13 Apr 2013 09:30
Last Modified: 13 Apr 2013 09:30
URI: http://eprint.ihmc.us/id/eprint/340

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