Teaching literacies: pedagogical possibilities

Henderson, Robyn (2012) Teaching literacies: pedagogical possibilities. In: Teaching literacies in the middle years: pedagogies and diversity. Oxford University Press, Melbourne, Australia, pp. 269-278. ISBN 9780195575323

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Abstract

In today's world, being literate is generally regarded as an essential attribute, required by all students to ensure that they can participate in schooling, in their current world outside of school, and in the world of the future. This book's particular concern is with the literacy education of middle years students and each of the authors has offered suggestions about how to teach literacies in middle years classrooms. In writing this concluding chapter, I use a simple two-question frame to reflect on some of the messages that come from the preceding chapters. I conclude the chapter with some final thoughts and a framework for critical reflection.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Ch 11. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 28 Jun 2013 02:34
Last Modified: 05 Sep 2017 05:39
Uncontrolled Keywords: balanced teaching; critical reflection; literacy education; pedagogical possibilities
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
20 Language, Communication and Culture > 2004 Linguistics > 200405 Language in Culture and Society (Sociolinguistics)
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/21308

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