SCWDS Briefs: Volume 25, Number 4 (January 2010)

Table of Contents: White Nose Syndrome News CWD Found in Virginia Serosurveys of Feral Swine AI Serology in Wild Birds Chagas Disease Studies SCWDS Bont Tick Surveillance Brain Tumor in Deer Exotic Animal Imports and Public Health Loss of Two SCWDS Friends

SCWDS Briefs: Volume 25, Number 1 (April 2009)

Table of Contents: USDA Seeks Comments on New CWD Rule Some of the Intricacies of CWD 3rd International CWD Symposium White Nose Syndrome Update Wildlife Poisoning in Kansas Salmonellosis in Your Backyard Trichomonosis in Songbirds Dr. Al Franzmann Staff & Student Recognition

Integrating Visual and Verbal Literacies in the Early Childhood Classroom

Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.