In the last two decades we have discussed about the thematizations, the norms and the issue of literacy achievement in school. However, there are few studies devoted to achievements related to the use of school time for mediations that lead to literacy success. Focusing on six-year-old children literacy classes, this article presents one of the ways by which time use is produced by an experienced teacher. From an ethnographic methodological perspective and examining over a year of data collection, one element was chosen for description and discussion: the notebooks. The issue illustrates one of the challenges in literacy research: documenting practices, artifacts, current uses (or not) meaningful to teachers in relation to reading and writing. The specificity of the analysis adopts some of the dimensions of time developed by Heller to approach an aspect of temporality: linking. It aims to describe and ponder how experienced teachers organize the use of time to teach.
Time; Literacy; School