Format:
1 Online-Ressource (256 pages)
Edition:
First edition
ISBN:
9781350148864
,
9781350148871
Content:
Foreword / Debra Myhill (University of Exeter, UK) -- Part I. Theory, curriculum and practice in transition. 1. Rethinking school literacy transition / Pauline Jones (University of Wollongong, Australia) & Christine Edwards-Groves (Charles Sturt University, Australia) ; 2. A review of the literature around literacy transition / Trish Weekes (Literacy Works, Australia) ; 3. Continuities and discontinuities in the demands of literacy syllabuses / Beverly Derewianka (University of Wollongong, Australia) ; 4. From narrative to analytic reading and writing across the middle school years / Bjorn Kindenberg (University of Stockholm, Sweden) and Peter Freebody (University of Wollongong, Australia) ; Summary of Part I / Jennifer Roswell (Brock University, Canada) -- Part II. Investigating the conditions for literacy learning and teaching in transition. 5. Activities, space and talk in preschool to school / Lisa Kervin and Jessica Mantei (University of Wollongong, Australia) ; 6. Mapping tensions around reading and viewing in professional practice / Jessica Mantei and Beverly Derewianka (University of Wollongong, Australia) ; 7. The practice architectures of talk-in-interaction in literacy across schooling / Christine Edwards-Groves (Charles Sturt University, Australia) and Peter Freebody (University of Wollongong, Australia) ; 8. Modelling writing practices across the years of schooling / Honglin Chen, Helen Lewis and Jessica Mantei (University of Wollongong, Australia) ; 9. Investigating pedagogic discourse in late primary and junior secondary English / Pauline Jones and Erika Matruglio (University of Wollongong, Australia) ; 10. Multimodal literacy demands of upper primary to secondary science / Emma Rutherford Vale and Annette Turney (University of Wollongong, Australia) ' Summary of Part II / Adam Lefstein (Ben-Gurion University, Israel) -- Part III. Horizons of consequence: accounting for transition. 11. Categorisation and appraisal in teachers' accounts of literacy teaching / Erika Matruglio and Peter Freebody (University of Wollongong, Australia) ; 12. Teaching letter-sound relationships in the early years classroom and implications for practice / Jessica Mantei and Lisa Kervin (University of Wollongong, Australia) ; 13. Student voices and perspectives on primary years literacy learning practices / Christine Edwards-Groves (Charles Sturt University, Australia), Peter Freebody (University of Wollongong, Australia) and Stephanie Garoni (Charles Sturt University, Australia) ; 14. Literacy demands in the transition from upper primary to secondary school / Helen Lewis, Pauline Jones, Honglin Chen & Emma Rutherford Vale (University of Wollongong, Australia) ; Summary of Part III / Elizabeth Moje (University of Michigan, USA).
Content:
"This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who will draw together key ideas from the section and relate these to their current thinking. They deploy a range of different theoretical and methodological approaches ? ethnographic, social semiotic and interactional ? in order to bring rich yet complementary perspectives to bear on the issue of literacy transition."--
Note:
Includes bibliographical references and index
,
Mode of access: World Wide Web.
Additional Edition:
ISBN 9781350148826
Additional Edition:
ISBN 9781350148857
Additional Edition:
ISBN 9781350148826
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 9781350148826
Language:
English
DOI:
10.5040/9781350148871
