Storytelling: Learning to read as social and cultural processes

The argument here is that learning to read for young people in school is not a monolithic process but,rather,consists of multiple and differentiated pathways involving the acquisition of diverse reading practices and cultural ideologies embedded in a broad range of social and cultural contexts. such a view of learning to read entails reconceptualizing reading and literacy,what it means to be a reader,and the meanings associated with reading,learning,and instruction. we discuss a theoretical framework for viewing learning to read for young children in school as a social and cultural process. then we describe the storytelling project,an effort to reframe early literacy learning in school. © 2017,unesco ibe.