NOTEBOOKS. ANALYSIS OF LITERACY ACTIVITIES IN FIRST GRADE NOTEBOOKS

Marta G. Zamero, Marcela G. Cicarelli, María F. Casualde & María F. Azar

Abstract

The first grade notebook is metaphorically the silent witness of a child’s first systematic links with the written language and therefore is a subject of special interest for the investigation in literacy as it allows the reading of implicit decisions in that process. The exploration of a corpus of 25 notebooks, corresponding to 13 sections of the first grade belonging to 7 public urban state-run schools, allowed identify and describe the daily activities of reading and writing as well as the presence of the literature registered in them, to analyse them in relation to the literacy contents approached by each one, their frequency, the instructions from which they originate and the underlying methodological approaches. One of the main conclusions of this study is that the activities of the first grade of the investigated sections neither support methodological coherence nor represent sufficient evidence of interaction between the students and the literacy contents that the experts consider to be the foundation of the construction that is looked for in compulsory education.