Literacy beyond the home and the classroom: public environmental print and children’s literacy

Authors

Susannah Clement, University of WollongongFollow
Kiera Kent, University of WollongongFollow
Elisabeth Duursma, University of WollongongFollow

RIS ID

141640

Publication Details

Clement, S., Kent, K. & Duursma, A. (2020). Literacy beyond the home and the classroom: public environmental print and children’s literacy. Children's Geographies,

Abstract

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. It is well established that environmental print, or text that is present in children’s environments, plays an important role in children’s literacy development. However, few studies have looked at the role of environmental print in children’s literacy development beyond the classroom and how this might shape children’s experiences of place more broadly. In this paper, we draw on work inspired by the social and spatial literacy turns to call for a renewal of environmental print research. We reimagine environmental print as being more than learning to read, but about children relating to place. We propose child-centred public art as purposefully installed environmental print. We argue that arts-based projects offer potential for exploring children’s literacy engagement and sense of belonging in urban places.