Andere Kunden interessierten sich auch für
![Globalization, Confucianism and Vygotskian Teaching Practices]( "Globalization, Confucianism and Vygotskian Teaching Practices")
Globalization, Confucianism and Vygotskian Teaching Practices51,99 €![Bringing a Global Education Perspective To Understand the Other]( "Bringing a Global Education Perspective To Understand the Other")
Bringing a Global Education Perspective To Understand the Other51,99 €![DISTANCE LEARNING IN HIGHER EDUCATION: AN AFRICAN PERSPECTIVE]( "DISTANCE LEARNING IN HIGHER EDUCATION: AN AFRICAN PERSPECTIVE")
DISTANCE LEARNING IN HIGHER EDUCATION: AN AFRICAN PERSPECTIVE51,99 €![Applying Educational Technology: A New Perspective on an Old Problem]( "Applying Educational Technology: A New Perspective on an Old Problem")
Applying Educational Technology: A New Perspective on an Old Problem38,99 €![Teaching English as a Foreign Language from a New Literacy Perspective]( "Teaching English as a Foreign Language from a New Literacy Perspective")
Teaching English as a Foreign Language from a New Literacy Perspective51,99 €![Change from a Human Perspective]( "Change from a Human Perspective")
Change from a Human Perspective44,99 €![Absolute Clauses in English from the Systemic Functional Perspective]( "Absolute Clauses in English from the Systemic Functional Perspective")
Absolute Clauses in English from the Systemic Functional Perspective37,99 €
This study examined the literate products and
practices of children at an after school computer
club known as Club Proteo. The participants in this
study were children at a local after school computer
club for children whose ages ranged from 5 to 12
years old. The analysis was grounded on a cultural
historical activity theory (CHAT), coupled with a
New Literacies Study (NLS) approach to literacy. I
used an ethnographic approach (Spradley, 1980) to
gather and analyze data regarding the participants
literate practices and the literate products over
the course of one academic year (September 2001
through June 2002). Over these nine-months, 567
children's writing products and 719 undergraduate
fieldnotes were collected. Results of the study
bring to light the magnitude and range of literate
practices and products at Club Proteo as tied to the
larger social structure and practices of the club
during the target year. Also, results suggest the
importance of adult roles in children s in writing.
This study offers a paradigm for further
examination of writing at Club Proteo and at other
after school environments.
practices of children at an after school computer
club known as Club Proteo. The participants in this
study were children at a local after school computer
club for children whose ages ranged from 5 to 12
years old. The analysis was grounded on a cultural
historical activity theory (CHAT), coupled with a
New Literacies Study (NLS) approach to literacy. I
used an ethnographic approach (Spradley, 1980) to
gather and analyze data regarding the participants
literate practices and the literate products over
the course of one academic year (September 2001
through June 2002). Over these nine-months, 567
children's writing products and 719 undergraduate
fieldnotes were collected. Results of the study
bring to light the magnitude and range of literate
practices and products at Club Proteo as tied to the
larger social structure and practices of the club
during the target year. Also, results suggest the
importance of adult roles in children s in writing.
This study offers a paradigm for further
examination of writing at Club Proteo and at other
after school environments.