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Enhancing Twenty-First-Century Skills among Fifth Grade (Record no. 10548)

MARC details
000 -LEADER
fixed length control field 01696nam a22001697a 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250912161237.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250912b ph ||||| |||| 00| 0 eng d
022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
International Standard Serial Number 0013-5984
040 ## - CATALOGING SOURCE
Transcribing agency OCT
240 ## - UNIFORM TITLE
Uniform title The Elementary School Journal
Medium June 2025
245 ## - TITLE STATEMENT
Title Enhancing Twenty-First-Century Skills among Fifth Grade
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Chicago
Name of publisher, distributor, etc. The University of Chicago Press
300 ## - PHYSICAL DESCRIPTION
Extent Vol 125 (4) : pages 550-700
520 ## - SUMMARY, ETC.
Summary, etc. Young children draw from verbal and nonverbal input to make meaning from texts, a skill that is foundational for later reading comprehension and academic achievement.<br/>However, prior studies have focused solely on teachers' verbal input during prekindergarten read-alouds. We examine four Black, female prekindergarten teachers' multimodal enactments of a text to identify how they socialize and orient children into language-building and meaning-making practices. Findings from our microethnographic analysis reveal four multimodal orientations: transmissive/ limited gesture, multimodal collaborative, multimodal de-scriber, and multimodal performance-oriented. Variations in teachers' inclusion of multiple modalities and child engagement indicate a constellation of multimodal read-aloud orientations and socialization practices along a spectrum of support. Teachers gestured to encourage en-gagement, index novel words, expand children's utterances, include culturally affirming discourse styles, and bridge the text into the classroom. We address how teachers express and represent meaning through language, im-ages, and gesture, as well as instructional implications of multimodal enactments.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element a Elementary School
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Continuing Resources
Suppress in OPAC No
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Date acquired Source of acquisition Total Checkouts Date last seen Price effective from Koha item type
    Dewey Decimal Classification     Journals Olivarez College Tagaytay Olivarez College Tagaytay 09/08/2025 Purchased   09/12/2025 09/12/2025 Continuing Resources