Fleming, Mary-Anne (2007) The impact of diversity in Queensland classrooms on literacy teaching in changing times. International Journal of Pedagogies and Learning, 3 (3). pp. 77-91.
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The intent of the paper is to identify possible inhibitors to best practice for literacy teaching and learning and to identify key considerations for a responsive, relevant and constructive curriculum and pedagogy for the teaching of literacy in diverse classrooms. A review of relevant research and pedagogical frameworks such as sociocultural constructivism, productive pedagogies and multiliteracies pedagogy, will provide the basis on which to argue some possible classroom practices for teachers to consider for the as ways forward in diverse classrooms. This paper will be contextualized within the current political agenda in regard to literacy education and recent research into literacy teaching and learning in Australia, reported in 'The National Inquiry into Literacy' and consider the issues together with the assessment demands placed on teachers in classrooms.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||© Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.|
|Uncontrolled Keywords:||literacy teaching; multiliteracies pedadogy; literacies education|
|Depositing User:||epEditor USQ|
|Date Deposited:||21 Dec 2011 21:43|
|Last Modified:||03 Jul 2013 00:48|
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