School literate repertoires : that was then, this is now

This chapter documents the literacy learning lives of two young Australians now in their early twenties. Both were originally informants in studies of literacy development. The original studies were longitudinal, so in each case there was already a story of change, especially in the young people’s identities as school. The case studies presented here, Tessa and Cruz, tell different stories of learning literacy at school, teaching that makes a difference and raise questions about predictable normative developmental trajectories. Both young people have taken up, albeit selectively, valuable literacy and learner dispositions from school and their wider everyday worlds.

Running a MediaClub – what’s involved? And why would you bother?

MediaClub is one example of the many approaches that schools are now taking to providing alternative learning spaces for their students. In this case the club was run in outside school hours. In this paper members of the MediaClub team provide details of how others might be involved in setting up a media arts learning space that provides young people with a space to hang out with friends and learn new skills.

Making meaning in mathematics problem solving using the Reciprocal Teaching approach

This paper examines the application of the Reciprocal Teaching instructional approach to Mathematical word problems in the middle years. The Reciprocal Teaching process is extended from the four traditional strategies of predicting, clarifying, questioning and summarising, to include further cognitive reading comprehension strategies applied to the context of solving Mathematical word problems.

Teachers’ beliefs about the possibilities and limitations of digital games in classrooms

Teachers’ beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes,understandings and expectations held about digital games by diverse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers’ participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors’ aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.

Teaching spelling in the middle years : reviewing programs for diverse student groups

In what follows, I draw attention to understandings about the teaching of Standard Australian English spelling developed by being immersed in the URL project site for four years though sharing professional dialogue with teachers and educators and entering into informal conversations with some of the students and their parents. My understandings focus on the potential and problematics of oft-used generic spelling programs and approaches for student cohorts marked by social, cultural and linguistic diversity. This article concludes by considering two possible extensions to the word study approach that may have utility for working with middle years students from diverse backgrounds: creating a discursive ‘Third Space’ that overtly recognises students’ language experiences and the technique of colour blocking to create a visual stress.

Children participating in science through digital-media literacies

This article outlines the findings of a research project in which primary school students in Queensland, Australia undertook science learning through media arts pedagogy. The project was a component of the URLearning Project. We found that students' development of digital media literacies allowed participation and communication in science in ways that were otherwise unavailable to them.

Teaching persuasive texts : building a language of evaluation through hedging and moderated intensification

We identify two persuasive writing techniques – hedging and intensification – that pose difficulty for students in the middle years. We use examples of student writing from 3000 work samples collected as part of a larger Australian Research Council Linkage Project, URLearning (2009–2013). To realise the effective power of rhetorical persuasion, students need to be explicitly taught a range of hedging techniques to use to their advantage, and an expanded lexicon that does not rely on intensifiers. Practical teaching tips are provided for teachers.

Digital literacies: Understanding the literate practices of refugee kids in an Afterschool Media Club

Since the 2000s, teachers in an increasing number of Australian schools have been learning how to support students with refugee backgrounds. For some of these students, entry into the Australian school system is not easy. English literacy is integral to some of the challenges confronting the students. In response, educators have been developing and researching ways of engaging with the students’ language and literacy learning. Much of the focus has been on traditional print-based school literacies. In contrast, I look here at student engagement in digital literacies in an after-school media club. Several concepts from the theory of French sociologist, Pierre Bourdieu are useful for understanding the position of students of refugee background in the Australian school system. Like other conflict theories, Bourdieusian theory has sometimes been criticised as ‘pessimistic’, that is, for suggesting that schools necessarily reproduce social disadvantage. However, others have used Bourdieusian theory to analyse and critique the reproductive work of schooling for groups of students who experience educational disadvantage. I align myself with this latter tradition. Specifically, I use Bourdieu’s triad of concepts to explain aspects of the literacy education experiences of some young people of refugee background: field, capital and habitus. In particular, I look at questions of the legitimation of students’ competences as capital in literate fields within and beyond the school context. Data are drawn from an Australian Research Council-funded project, Digital Learning and Print Literacy: A design experiment for the reform of low socio-economic, culturally diverse schools (2009-14). The data analysed in this chapter include interviews and observations relating to the participation of two Congolese girls in an after school media club. Implications are drawn for teachers of literacy in culturally and linguistically diverse contexts. Consideration is made of early childhood, primary and secondary settings.

Scaffolding understanding of tables and graphs

The literacy demands of tables and graphs are different from those of prose texts such as narrative. This paper draws from part of a qualitative case study which sought to investigate strategies that scaffold and enhance the teaching and learning of varied representations in text. As indicated in the paper, the method focused on the teaching and learning of tables and graphs with use of Freebody and Luke's (1990) four resources model from literacy education.

Walking and talking with living texts: Breathing life against static standardisation

Current educational reform, policy and public discourse emphasise standardisation of testing, curricula and professional practice, yet the landscape of literacy practices today is fluid, interactive, multimodal, ever-changing, adaptive and collaborative. How then can English and literacy educators negotiate these conflicting terrains? The nature of today’s literacy practices is reflected in a concept of living texts which refers to experienced events and encounters that offer meaning-making that is fluid, interactive and changing. Literacy learning possibilities with living texts are described and discussed by the authors who independently investigated the place of living texts across two distinctly different learning contexts: a young people’s community arts project and a co-taught multiliteracies project in a high school. In the community arts project, young people created living texts as guided walks of urban spaces that adapt and change to varying audiences. In the multiliteracies project, two parents and a teacher created interactive spaces through co-teaching and cogenerative dialoguing. These spaces generate living texts that yield a purposefully connected curriculum rich in community-relevant and culturally significant texts. These two studies are shared with a view of bringing living texts into literacy education to loosen rigidity in standardisation.

Catering for cultural and linguistic diversity: Using teacher created information texts

Teachers in the Pacific region have often signalled the need for more locally produced information texts in both the vernacular and English, to engage their readers with local content and to support literacy development across the curriculum. The Information Text Awareness Project (ITAP), initially informed by the work of Nea Stewart-Dore, has provided a means to address this need through supporting local teachers to write their own information texts. The article reports on the impact of an ITAP workshop carried out in Nadi, Fiji in 2012. Nine teacher volunteers from the project trialled the use of the texts in their classrooms with positive results in relation to student learning and belief in themselves as writers.

A aprendizagem de indivíduos não-alfabetizados pertencentes a comunidades com elevados índices de anafabetismo

Assumindo como objectivo central, identificar e caracterizar eventuais estilos de aprendizagem, existentes em comunidades com elevadas taxas de analfabetismo, a presente investigação centrou-se no estudo dos processos de aprendizagem de indivíduos analfabetos de seis localidades do concelho de Alandroal e compreendeu a realização de um estudo de caso, assente numa metodologia bidimensional. A análise descritiva e inferencial corroborou a hipótese de que foi o facto de os indivíduos se localizarem em comunidades, com determinadas características geográficas, culturais, económicas e sociais, que conduziu ao desenvolvimento de determinados saberes/maneiras de fazer, que se traduziram em eventuais estilos locais de aprendizagem. Sustenta-se que, pela sua localização geográfica e pelas dinâmicas comunitárias existentes, os contornos/singularidades do processo de aprendizagem dos inquiridos das localidades de Ferreira de Capelins e, essencialmente, de Juromenha, apresentaram-se com especial relevância; ABSTRACT:Taking as its central objective, to identify and characterize possible learning styles that exist in communities with high illiteracy rates, this research focused on the study of the learning processes of illiterate individuals from six small villages in the municipality of Alandroal and it included the realization of a case study, based on a two-dimensional methodology. The descriptive and inferential analysis confirmed the hypothesis that it was the fact that the individuals were located in communities with certain geographical, cultural, economic and social characteristics which led to the development of specific knowledge/ways of doing that resulted in possible local styles of learning. It is argued that, by its geographical location and the existing community dynamics, the contours/singularities of the learning processes of the respondents from the localities of Ferreira de Capelins and, essentially, of Juromenha, presented a particular relevance.

Instrumentalização pedagógica para avaliação de crianças com risco de dislexia

Pós-graduação em Educação - FFC

Got A Minute: Instruction Tune-Up for Time Pressed Librarians

This book contains 19 essays that have been written by current LIS Students who were enrolled in the LIS4330: Library Instruction class at the University of Denver, 2016. Designed to provide a short and pithy overview of a topic that is related to instruction, education, or information literacy, each essays aims to be accessible and approachable for time-pressed librarians who may not have time to catch up.