Intertextuality : themes of theory and practice…in kindergarten

![CDATA[Intertextuality refers to the phenomenon of making connections between texts (Roache-Jameson, 2003). Intertextuality has been studied from many academic perspectives (Worton & Still, 1990). Educational research has shown that increased understanding and learning can result from intertextual processes (Bloome 1992; Bloome & Egan-Robertson 1993; Cairney 1990b, 1992; Harris & Trezise 1997; Hartman 1990). Contemporary classroom research indicates that the collaborative discussion arising from intertextuality enriches classroom relationships (Cairney & Langbien 1989; Oyler & Barry 1996; Short 1992). A study of literacy in a NSW kindergarten classroom revealed kindergarten students frequently made intertextual connections (Jameson, 1998). The intertextual connections articulated by the kindergarten students were classified across three domains: textual, contextual and personal (Roache-Jameson, 2003). The intertextual processes enhanced collaboration in the classroom and contributed to the development of a ‘community of learners’. This paper explores the complex theoretical context of intertextuality and describes four themes from the literature. The themes of text connection, the significance of the personal milieu, multiple meanings in texts and developing communities of learners are described with transcript examples from the kindergarten study.]]