Teaching literacies: pedagogical possibilities
Textbook (chapter)
Chapter Title | Teaching literacies: pedagogical possibilities |
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Book Chapter Category | Textbook (chapter) |
ERA Publisher ID | 2850 |
Book Title | Teaching literacies: pedagogies and diversity |
Authors | |
Author | Henderson, Robyn |
Editors | Henderson, Robyn |
Edition | 2nd edition |
Page Range | 382-392 |
Chapter Number | 17 |
Number of Pages | 11 |
Year | 2019 |
Publisher | Oxford University Press |
Place of Publication | Melbourne, Australia |
ISBN | 9780190306380 |
Abstract | Today, being literate is generally regarded as an essential attribute, required by all students to ensure that they can participate in schooling, in their world outside school, and in the world of the future. This book’s focus is literacies education for school students, particularly for those in upper primary school, the transition years from primary to secondary, and high school. The authors have offered their ideas about what is important in relation to pedagogies and diversity, along with practical classroom applications. In this concluding chapter, I use a simple two-question frame to reflect on some of the messages in the preceding chapters. I conclude the chapter with some final thoughts regarding critical reflection, an important capability that readers can apply to their work, regardless of where they are in their teaching career. |
Keywords | critical reflection, diversity, flexible and responsive repertoires, pedagogies, sociocultural approach |
ANZSRC Field of Research 2020 | 390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | School of Teacher Education and Early Childhood |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q5155/teaching-literacies-pedagogical-possibilities
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