2025-01-282025-01-282024Calle Cabrera, A.M.d.l., Leal Bonmati, M.R., Guichot Muñoz, E. y Balbás Ortega, M.J. (2024). Literacy practices in childhood from a posthumanist perspective: A systematic review. International Journal of Educational Research, 102393. https://doi.org/10.1016/j.ijer.2024.102393.0883-03551873-538Xhttps://hdl.handle.net/11441/167681The posthumanist perspective implies a change in the consideration of the non-human and more- than-human in literacy practices from an ethical-onto-epistemological approach. This research is a systematic review that aims to understand how literacy studies with a posthuman lens host literacy practices at a young age from the relational-material language model, in a broad domain where the human, more-than-human and non-human are connected. This is developed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, with a selection of 15 research articles from the WOS and Scopus databases. This review high- lights the (re)conceptualisation of children’s literacy practices from the understanding of the role of the human, non-human and more-than-human, that materials and discourse and literacy practices are indivisible and give rise to the configuration of new narratives - integrating movement, sound, digital, space, time, improvisation, sensations and affections, etc. - and the challenge to the humanist assumptions of literacy practices.application/pdf11 p.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Keywords: Literacy Posthuman Childhood Reviews of literaturinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccesshttps://doi.org/10.1016/j.ijer.2024.102393