Thinking about planning for literacies learning

Henderson, Robyn and Exley, Beryl (2019) Thinking about planning for literacies learning. In: Teaching literacies: pedagogies and diversity, 2nd ed. Oxford University Press, Melbourne, Australia, pp. 20-36. ISBN 9780-1903-06380

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Abstract

Effective planning is an important part of teaching literacies and meeting the learning needs of students. Yet, this task is inherently complex. It requires teachers to juggle the interconnected demands of curriculum, pedagogy and assessment, while considering short- and long-term goals and objectives, the diverse needs of students, and relevant contextual factors. This chapter lays the foundations by discussing some of the understandings about literacies that inform the process of planning for effective teaching, learning and assessment.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: No
Item Status: Live Archive
Additional Information: Accepted version embargoed until 1 January 2012 (2 years), in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Date Deposited: 28 Oct 2019 05:04
Last Modified: 28 Oct 2019 05:17
Uncontrolled Keywords: pedagogy of multiliteracies, assessment, conditions for learning, curriculum, disciplinary literacies, four resources model, funds of knowledge, multimodality, pedagogy
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/35730

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