An anatomy of autonomy in early literacy learning distinguishing autonomy of outcome from autonomy in the learning process¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The paper proposes a taxonomy of autonomy in early literacy with two main axes. Autonomy of outcome comprises orthographic autonomy, described as "control over the process of lifting the words from the page and setting them down", and autonomy of meaning-making, ranging from literal comprehension to the critical. Autonomy in the learning process comprises autonomy of participation, cognitive autonomy, autonomy of interpretation, autonomy of composition and autonomy of judgement. The network uses this anatomy to analyse contrasting classroom practices across four countries.

Design Implications¶

Context¶

Requirements¶

• Educators must distinguish which kind of autonomy a classroom activity affords before judging it autonomy-supportive

Constraints¶

• The taxonomy was derived from comparison of four European projects and classroom observation, not from controlled testing

Target Learners¶

• children aged four to six in pre-school and early primary classrooms

Target Learning Objectives¶

• early reading and writing
• construction of meaning in literacy

Claims¶

• Exercise of autonomy at one level may inhibit its development at another in early literacy learning [+W]
• In teacher-led big-book reading, children exercise cognitive autonomy by making their own connections between spoken and written words within the activity's boundaries [+W]
• Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement [+M]
• Autonomy alone cannot secure orthographic mastery: most children need explicit instruction about the orthographic system [+W]

Related Theories¶

• Four-part typology of adult learning based on knowledge structure and primary agency

Examples¶

• Treat autonomy as both the goal and the route of early literacy pedagogy
• Position children as primary knowers by having them dictate texts for a real purpose to a teacher acting as scribe

Key Sources¶

• Dombey, Henrietta; Formisano, Marina Pascucci. (1999). Examining the Notion of Autonomy in the Context of Early Literacy Learning in Four European Countries. https://eric.ed.gov/?id=ED434766