Larson Edits New Edition of Sage Handbook of Early Childhood Literacy

Joanne Larson, Michael W. Scandling Professor of Education and chair of the teaching and curriculum program, together with Jackie Marsh, professor of education at the University of Sheffield, UK have co-edited a significantly revised and expanded second edition of the Handbook of Early Childhood Literacy (Sage, 2013).
Early Childhood LiteracyThe handbook has 35 chapters by 59 authors who come from seven countries across four continents.  Nearly a decade since the first edition was published, the handbook has been updated to retain its cutting-edge focus on literacy research and expanded to include a more global perspective, and to look at indigenous literacies, disabilities and educational policy. Larson and Marsh have a distinctive view of early childhood literacy, one that broadens early childhood to include birth to age eight, reflecting different perspectives of childhood across the globe.
As Larson and Marsh explain in the preface, the handbook reflects  “a view that early childhood literacy is a global, social, historical, cultural, and political construct.  Many of the chapters suggest that literacy is a social practice that is linked to cultural and linguistic practices and power relationships in specific contexts.” Looking beyond the school environment, literacy learning comes to include a wide variety of social interactions between people – verbal, nonverbal, and textual. 
Teresa Cremin, professor of education at the Open University in the United Kingdom, in a review of the handbook, states that “The second edition of this internationally respected and widely used text encompasses a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practices in the 21st century.”
In addition to chapters by noted scholars including Karen Wohlwend, Gunther Kress and many others, Larson and other Warner faculty and alumni contributed chapters as follows:
“Talk and Discourse in Formal Learning Settings” by Larson and Shira Peterson PHD ‘05W. Peterson is a former research associate at the Children’s Institute in Rochester.
“Disability and Early Childhood: The Importance of Creating Literacy Opportunities and Identities” co-written by Martha Mock and Susan Hildenbrand EDD ‘09W.  Mock is an assistant professor with joint appointments at the Warner School and in the Department of Pediatrics at the Strong Center for Disabilities at the University of Rochester.  Hildenbrand is an assistant professor in the department of undergraduate inclusive education at St. John Fisher College.
“Policy-making in Early Childhood Education: Pathways to Equity for All Children” by Cecilia Rios-Aguilar PHD ‘07W. Rios-Aguilar is an associate professor at the School of Educational Studies at Claremont Graduate University.
Joanne LarsonLarson joined the Warner School faculty in 1995 and teaches courses on literacy, teaching and change, and qualitative research methods and serves as the director of the Genesee Valley Writing Project.  She was AERA program chair for the 2011 conference and was chair of the National Council of Teachers of English’s Standing Committee on Research. She serves on the editorial board of several peer-review journals, including Research in the Teaching of English, Journal of Early Childhood Literacy, and Reading Research Quarterly.  She is also the editor of Literacy as Snake Oil: Beyond the Quick Fix, Second Edition (Lang, 2007) and co-authored with Marsh Making Literacy Real: Theories and Practices in Learning and Teaching (Sage, 2005).
For additional information about Handbook for Early Childhood Literacy, visit Sage Publishing. 

Tags: book, Joanne Larson, literacy, research