Transition and Continuity in School Literacy Development (eBook, PDF)

Redaktion: Jones, Pauline; Edwards-Groves, Christine; Matruglio, Erika

• Format: PDF

Produktbeschreibung

This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.

Produktdetails

• Verlag: Bloomsbury eBooks UK
• Seitenzahl: 356
• Erscheinungstermin: 18. November 2021
• Englisch
• ISBN-13: 9781350148857
• Artikelnr.: 62836869

Autorenporträt

Pauline Jones is Associate Professor of Language in Education at the University of Wollongong, Australia. Erika Matruglio is Senior Lecturer in TESOL and Secondary Literacy at the University of Wollongong, Australia. Christine Edwards-Groves is Professor of Literacy and Professional Practice at the Australian Catholic University, Australia.

Inhaltsangabe

List of Illustrations List of Contributors Acknowledgements Foreword
Debra Myhill (University of Exeter
UK) Part I: Theory
Curriculum and Practice in Transition 1. Rethinking School Literacy Progressions
Pauline Jones (University of Wollongong
Australia) and Christine Edwards-Groves (Australian Catholic University
Australia) 2. A Review of the Literature around Literacy Transition
Trish Weekes (Literacy Works
Australia) 3. Representing Writing Development: Research and Policy
Beverly Derewianka (University of Wollongong
Australia) 4. Chapter Transitions in School Literacy: Co-Opting Everyday Rationalities
Bjorn Kindenberg (University of Stockholm
Sweden) and Peter Freebody (University of Wollongong
Australia) Summary of Part I
Jennifer Roswell (Brock University
Canada) Part II: Investigating the Conditions for Literacy Learning and Teaching in Transition 5. Transition from Preschool to School: Spaces
Time
Interactions and Resources
Lisa Kervin and Jessica Mantei (University of Wollongong
Australia) 6. Transitions in Literacy and Classroom Interaction across the School Years
Christine Edwards-Groves (Australian
Catholic University
Australia)
Peter Freebody (University of Wollongong
Australia) and Stephanie Garoni (Charles Sturt University
Australia) 7. Understanding Literacy Transitions: Pedagogic Practices in Primary Writing Classrooms
Honglin Chen (University of Wollongong
Australia)
Helen Lewis (University of Wollongong
Australia) and David Rose (University of Sydney
Australia) 8. Investigating Pedagogic Discourse in Late Primary and Junior Secondary English
Pauline Jones (University of Wollongong
Australia)
Erika Matruglio (University of Wollongong
Australia) and David Rose (University of Sydney
Australia) 9. Exploring Multimodal Meaning Making in Science at the Transition to High School
Annette Turney and Emma Rutherford Vale (University of Wollongong
Australia) 10. Categories
Appraisals and Progress in Teachers' Accounts of Literacy Teaching
Erika Matruglio (University of Wollongong
Australia) Summary of Part II
Adam Lefstein (Ben-Gurion University
Israel) Part III: Horizons of Consequence: Accounting for Transition 11. Literate Identities in the Early Years of Primary School
Jessica Mantei and Lisa Kervin (University of Wollongong
Australia) 12. Articulating their Education: Interviewing Primary Years Students on their Literacy Learning
Christine Edwards-Groves (Australian Catholic University
Australia) and Peter Freebody (University of Wollongong
Australia) 13. Transitioning from Primary to High School
Emma Rutherford Vale
Helen Lewis
Honglin Chen and Pauline Jones (University of Wollongong
Australia) Summary of Part III
Elizabeth Moje (University of Michigan
USA) Epilogue References Index