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.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
(1)
