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Taking a dialogic approach, this edited book engages in analysis
and description of dialogic discourse in a number of different
educational contexts, from early childhood to tertiary, with an
international team of contributors from Australia, Finland, New
Zealand and the United Kingdom. The chapters focus mostly on
dialogic face-to-face discourse, with some examples of online
interactions, and feature insights from educational linguistics,
particularly the work of Michael Halliday. While the contributors
come from a range of theoretical backgrounds, they all share an
interest in language in use, and engage in close analysis of
transcripts of naturally-occurring interaction. Taking inspiration
from Alexander and other theorists, they employ a fine-grained and
analytic approach to the exploration of their data. The authors
make use of the linguistic tools and models of language in society,
in order to examine the turn-by-turn unfolding of the interaction.
The authors relate their insights from disparate forms of
linguistic analysis to elements of Alexander's (2020) dialogic
framework, situating the discourse in its contexts and discussing
the pedagogical implications of the linguistic choices at play. In
presenting this work from a range of situations and perspectives
the authors strive to demonstrate how dialogic discourse plays out
in educational contexts across the world. The book aims to foster
further research in this direction and to inspire educators to
explore dialogic discourse for themselves. It will be of interest
to a wide audience, including literacy researchers, linguists,
teachers and teacher educators, as well as graduate students.
The Use of Children's Literature in Teaching reveals the impact of
politics, professional guidelines and restrictive measurements of
literacy on the emerging identities of young teachers. It places
renewed emphasis on the importance of creative teaching with
children's literature for the empowerment of teacher agency to
enhance the learning of their students. Framing the debate
alongside the issue of teacher autonomy, Simpson describes results
from a two-year study, which brings together information from
interviews, surveys, document analysis and digital stories from
Australia, Canada, the UK and the US to assess the role of
children's literature in pre-service teacher education. Through
cross-cultural comparison, this research captures the different
levels of connection between politics, education systems, higher
education and pre-service teachers. It exposes how politics, narrow
views of professionalism and program structures in teacher
education may adversely affect the development of pre-service
teachers. This book presents a strong case that reading and
responding critically to literary texts leads to better educational
outcomes than basic decoding and low-level comprehension training.
As such, this book will be of great interest to researchers and
scholars working in the areas of teacher education and literacy and
primary education. It should also be essential reading for teacher
educators and policymakers.
The Use of Children's Literature in Teaching reveals the impact of
politics, professional guidelines and restrictive measurements of
literacy on the emerging identities of young teachers. It places
renewed emphasis on the importance of creative teaching with
children's literature for the empowerment of teacher agency to
enhance the learning of their students. Framing the debate
alongside the issue of teacher autonomy, Simpson describes results
from a two-year study, which brings together information from
interviews, surveys, document analysis and digital stories from
Australia, Canada, the UK and the US to assess the role of
children's literature in pre-service teacher education. Through
cross-cultural comparison, this research captures the different
levels of connection between politics, education systems, higher
education and pre-service teachers. It exposes how politics, narrow
views of professionalism and program structures in teacher
education may adversely affect the development of pre-service
teachers. This book presents a strong case that reading and
responding critically to literary texts leads to better educational
outcomes than basic decoding and low-level comprehension training.
As such, this book will be of great interest to researchers and
scholars working in the areas of teacher education and literacy and
primary education. It should also be essential reading for teacher
educators and policymakers.
This book brings together an international group of literacy
studies scholars who have investigated mobile literacies in a
variety of educational settings. Approaching mobility from diverse
theoretical perspectives, the book makes a significant contribution
to how mobile literacies, and tablets in particular, are being
conceptualised in literacy research. The book focuses on tablets,
and particularly the iPad, as a prime example of mobile literacies,
setting this within the broader context of literacy and mobility.
The book provides inspiration and direction for future research in
mobile literacies, based upon 16 chapters that investigate the
relationship between tablets and literacy in diverse ways. Together
they address the complex and multiple forces associated with the
distribution of the technologies themselves and the texts they
mediate, and consider how apps, adults and children work together
as iPads enter the mesh of practices and material arrangements that
constitute the institutional setting.
Noticing is an essential aspect of professional expertise in
teaching - a skill that draws on deep professional knowledge in
ways that affect how teachers are aware of, respond to and meet the
needs of their students. Being a 'noticing teacher' in the language
and literacy classroom can make a real difference to students'
progress as readers and writers, to their literacy attainment and
to their engagement with learning. This international,
research-informed book is unique in its focus on literacy and
language. The authors explore models and methods to embed both
noticing and the development of teacher agency and grounded
knowledge into teacher education programs and school practices. To
further the professional knowledge and agency of 'noticing
teachers', the authors argue that research, policy and the
professional community need to understand how noticing skills can
be woven into the policy and practice contexts of the literacy
teacher's work. Developing Habits of Noticing in Literacy and
Language Classrooms: Research and Practice across Professional
Cultures is designed to help teachers, researchers and school
leaders think in new ways about how 'noticing' operates in the
context of the literacy classroom and how it can be supported. Each
chapter provides a valuable insight into how teachers learn from
their students, in the course of teaching activities, to be
responsive, analytical and inspirational.
This book brings together an international group of literacy
studies scholars who have investigated mobile literacies in a
variety of educational settings. Approaching mobility from diverse
theoretical perspectives, the book makes a significant contribution
to how mobile literacies, and tablets in particular, are being
conceptualised in literacy research. The book focuses on tablets,
and particularly the iPad, as a prime example of mobile literacies,
setting this within the broader context of literacy and mobility.
The book provides inspiration and direction for future research in
mobile literacies, based upon 16 chapters that investigate the
relationship between tablets and literacy in diverse ways. Together
they address the complex and multiple forces associated with the
distribution of the technologies themselves and the texts they
mediate, and consider how apps, adults and children work together
as iPads enter the mesh of practices and material arrangements that
constitute the institutional setting.
Noticing is an essential aspect of professional expertise in
teaching - a skill that draws on deep professional knowledge in
ways that affect how teachers are aware of, respond to and meet the
needs of their students. Being a 'noticing teacher' in the language
and literacy classroom can make a real difference to students'
progress as readers and writers, to their literacy attainment and
to their engagement with learning. This international,
research-informed book is unique in its focus on literacy and
language. The authors explore models and methods to embed both
noticing and the development of teacher agency and grounded
knowledge into teacher education programs and school practices. To
further the professional knowledge and agency of 'noticing
teachers', the authors argue that research, policy and the
professional community need to understand how noticing skills can
be woven into the policy and practice contexts of the literacy
teacher's work. Developing Habits of Noticing in Literacy and
Language Classrooms: Research and Practice across Professional
Cultures is designed to help teachers, researchers and school
leaders think in new ways about how 'noticing' operates in the
context of the literacy classroom and how it can be supported. Each
chapter provides a valuable insight into how teachers learn from
their students, in the course of teaching activities, to be
responsive, analytical and inspirational.
This volume brings together a number of people professionally
engaged in the study of literacy, either because they are teachers
or teacher educators of language and literacy, or because they are
involved as social and/or educational workers researching or
providing programs to address the needs of people at risk because
of inadequate literacy skills. It thus sets up a dialogue between
these two communities of writers, all bringing different
perspectives to the issues, some from the context of Literacy
Education, others from the context of Social Work. All are
committed to the view that provision of effective literacy programs
is a matter of equity and social justice, though the ways in which
they address such a view can differ. Issues addressed include: the
changing nature of literacy in the modern world; the impact of the
multimodal environment in which literacy now functions; the
implications of this environment for pedagogical practices in the
teaching of literacy; the causes and consequences of social
disadvantage in learning literacy among various groups; and means
to address such disadvantage.
This volume brings together a number of people professionally
engaged in the study of literacy, either because they are teachers
or teacher educators of language and literacy, or because they are
involved as social and/or educational workers researching or
providing programs to address the needs of people at risk because
of inadequate literacy skills. It thus sets up a dialogue between
these two communities of writers, all bringing different
perspectives to the issues, some from the context of Literacy
Education, others from the context of Social Work. All are
committed to the view that provision of effective literacy programs
is a matter of equity and social justice, though the ways in which
they address such a view can differ. Issues addressed include: the
changing nature of literacy in the modern world; the impact of the
multimodal environment in which literacy now functions; the
implications of this environment for pedagogical practices in the
teaching of literacy; the causes and consequences of social
disadvantage in learning literacy among various groups; and means
to address such disadvantage.
Selected, edited papers from the conference in September 2007. The
link between research and practice has never been more significant
as global awareness about literacy pushes us to question the
success of programs in schools. National reports on literacy were
challenged during the conference. Grounded evidence was given of
literacy programs that work to make a difference for groups with
diverse needs. The collection of ideas in the conference represents
a broad concept of literacy that includes the ability to
communicate in multimodal, digital texts and values creativity
alongside testing for skills. Classroom based research from the sum
of these perspectives presents significant reason for change to
practice and policy. To make a difference to future generations of
students, we need to take the research out of the classroom and
make it the centre of informed debate. This publication is a step
towards achieving that goal.
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