This article investigates the ways in which alphabetic print concepts govern a sense
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found in early literacy curriculum and assessment with hypertextual elements found
in new forms of texts written for children. Using a theoretical approach that
combines poststructural theories of power and knowledge with sociocultural theories
of literacy, the analysis challenges traditional alphabetic print literacy as a
political and historical sign of the times, and reframes educational reasoning about
‘appropriate’ early reading instruction in terms of new
technologies, changing texts, and sociocultural forms of literacies.
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