Literacy and curriculum: language and knowledge in the classroom

Freebody, Peter and Chan, Eveline and Barton, Georgina (2013) Literacy and curriculum: language and knowledge in the classroom. In: International handbook of research on children's literacy, learning, and culture. Wiley-Blackwell Publishing Ltd., United Kingdom, pp. 304-318. ISBN 9780470975978

Abstract

In contemporary schooling, students’ learning is comprehensively and unrelievedly dependent on the development of their literacy capabilities. So mapping the relationship between literacy and curriculum would mean navigating through almost the entire corpus of educational
research and theory. However, we can inquire into a more modest, but nonetheless disconcertingly large question: How are students’ literacy resources worked up, worked on, put to work day to day – across the school years and across the curriculum areas? In this chapter, we outline two distinct approaches to questions of literacy development and differentiation, one from the linguistic study of language features and the other from the sociological analysis of
naturally occurring interactions.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 30 Nov 2017 04:24
Last Modified: 27 Mar 2018 05:28
Uncontrolled Keywords: literacy; curriculum
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
URI: http://eprints.usq.edu.au/id/eprint/33151

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