• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Book chapters
    • View Item
    • Home
    • Griffith Research Online
    • Book chapters
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Sociomaterial dimensions of early literacy learning spaces: Moving through classrooms with teacher and children

    Thumbnail
    View/Open
    Baroutsis217581.pdf (476.2Kb)
    Author(s)
    Kervin, L
    Comber, B
    Baroutsis, A
    Griffith University Author(s)
    Baroutsis, Aspa
    Year published
    2019
    Metadata
    Show full item record
    Abstract
    Classroom spaces are complex social worlds where people interact in multifaceted ways with spaces and materials. Classrooms are carefully designed agents for socialisation; however, the complexity and richness of learning experiences are partly determined by the teacher. This chapter draws from sociocultural perspectives to consider processes of thinking and learning as distributed and mediated across people and resources within the learning space. We argue that learning and wellbeing cannot be separated as students activate their social and emotional literacies when navigating the classroom environment. Drawing on data drawn ...
    View more >
    Classroom spaces are complex social worlds where people interact in multifaceted ways with spaces and materials. Classrooms are carefully designed agents for socialisation; however, the complexity and richness of learning experiences are partly determined by the teacher. This chapter draws from sociocultural perspectives to consider processes of thinking and learning as distributed and mediated across people and resources within the learning space. We argue that learning and wellbeing cannot be separated as students activate their social and emotional literacies when navigating the classroom environment. Drawing on data drawn from an ethnographic study of classrooms located in a community of high poverty, we critique how teachers describe their classroom spaces and selection of resources to facilitate their teaching of writing. We illustrate how geographies of place, movement and resources, interact with, and expand the social dimensions of classroom spaces.
    View less >
    Book Title
    School Spaces for Student Wellbeing and Learning: Insights from Research and Practice
    DOI
    https://doi.org/10.1007/978-981-13-6092-3_2
    Copyright Statement
    © 2019 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
    Subject
    Education
    Publication URI
    http://hdl.handle.net/10072/386512
    Collection
    • Book chapters

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander