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Literacy in Australia: Pedagogies for Engagement, 1st Edition
Amy Seely Flint, Lisbeth Kitson, Kaye Lowe, Kylie Shaw
For first time teachers, literacy can be a daunting subject, especially if you didn’t learn it yourself. With heaps of resources and examples, Literacy in Australia: Pedagogies for Engagement makes it easy for you to confidently teach Literacy across the Australian Curriculum. This text comes with the Wiley Word Widget, a simple, online tool that can be used for the classroom to generate adaptive, individual word lists for assessment tasks or to develop Literacy programs.
Literacy in Australia: Pedagogies for Engagement, also comes with iStudy, an interactive study aid. iStudy has a number of local videos and interactive modules that include activities to test your knowledge and aid in your understanding of the text. Best of all, iStudy is available on a range of operating systems which means you can use it anytime, anywhere.
- Children’s work examples – numerous photos, tables, illustrations and examples of real student work illustrate the text
- Chapter opening vignettes – highlights teaching decisions made by current Literacy teachers and specialists in the field
- Wiley Word Widget: An online tool that allows you to generate adaptive, individual word lists. These lists can be used to plan assessment tasks, literacy programs and help students connect with the Australian Curriculum
About the Adapting Authors
Dr Kaye Lowe is Director of U-CAN Read at the University of Canberra and associate professor (adjunct). She has had a lifelong passion for literacy learning and began her teaching career in a K-3 classroom in the small rural town of Marrar. Since completing a PhD at Indiana University, Dr Lowe has worked in many learning contexts, including P-12, parent education, adult education, jails and juvenile justice. She aspires to make the journey of the reader fun and easy. In 2012, she instigated the i-Read for disinterested and disengaged secondary readers. She also instigated Boys, blokes and books, a parent literacy education program for dads and their sons. She has written four books and numerous articles on the teaching of reading and writing. She has been the recipient of many grants, three of which were for projects of national significance.
Dr Kylie Shaw is a lecturer at the University of Newcastle where she convenes the Bachelor of Teaching (Primary)/Bachelor of Arts program and is the Director of Student Experience in the School of Education. She coordinates and lectures in literacy, educational psychology and ICT courses in the undergraduate and postgraduate programs. Kylie is currently a Chief Investigator on a global research project investigating innovative teaching and learning practices for the twenty-first century, sponsored by DEC and Microsoft. She has presented at global forums on innovative teaching and has collaborated with the Stanford Research Institute (SRI International) to further develop teacher engagement in twenty-first century learning design in schools.
Dr Lisbeth Kitson is a lecturer at Griffith University at the Gold Coast, Queensland. She teaches in both undergraduate and postgraduate courses in Literacy and English education, multiliteracies and middle years English curriculum. Lisbeth is also actively engaged with pre-service teachers in her role as the First year coordinator of the Bachelor of Education (Secondary). Her areas of research interest are related to literacy and multiliteracies, with a particular focus on the integration of information and communication technologies and multimodal texts into teaching practices. Lisbeth’s honours research investigated the literacy practices developed by one middle year student as he engaged in a computer game play during his recreational time. Literacy practices were discussed for a variety of computer games, applying the four-resource model.
Chapter 1 Examining literacy in the twenty-first century
Chapter 2 Oral language learning in and out of the classroom
Chapter 3 Getting to know students: developing culturally relevant practices for reading and writing
Chapter 4 Theories of literacy development
Chapter 5 Literacy programs and approaches
Chapter 6 Entering into the literacy landscape: emergent readers and writers
Chapter 7 Beginning readers and writers
Chapter 8 Intermediate and accomplished readers and writers
Chapter 9 Effective assessment practices for reading and writing
Chapter 10 Literature in the classroom
Chapter 11 ICTs and reading to learn in the content areas
Chapter 12 Working with struggling readers and writers
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