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The continual rise of English as a global lingua franca has meant
that English literature, both as a discipline and as a tool in ESL
and EFL classrooms, is being used in varied ways outside the inner
circle of English. This edited collection provides an overview of
English literature education in the Asia-Pacific in global times,
bringing to international attention a rich understanding of the
trends, issues and challenges specific to nations within the
Asia-Pacific region. Comprising contributions from Australia,
China, Hong Kong, India, Indonesia, Malaysia, Philippines,
Singapore and Vietnam, the collection addresses the diversity of
learners in different national, cultural and teaching contexts. In
doing so, it provides insights into historical and current trends
in literature education, foregrounds specific issues and challenges
in policymaking and implementation, presents practical matters
concerning text selection, use of literature in the language
classroom, innovative practices in literature education, and raises
pressing and important questions about the nature, purpose and
importance of literature education in global times.
The continual rise of English as a global lingua franca has meant
that English literature, both as a discipline and as a tool in ESL
and EFL classrooms, is being used in varied ways outside the inner
circle of English. This edited collection provides an overview of
English literature education in the Asia-Pacific in global times,
bringing to international attention a rich understanding of the
trends, issues and challenges specific to nations within the
Asia-Pacific region. Comprising contributions from Australia,
China, Hong Kong, India, Indonesia, Malaysia, Philippines,
Singapore and Vietnam, the collection addresses the diversity of
learners in different national, cultural and teaching contexts. In
doing so, it provides insights into historical and current trends
in literature education, foregrounds specific issues and challenges
in policymaking and implementation, presents practical matters
concerning text selection, use of literature in the language
classroom, innovative practices in literature education, and raises
pressing and important questions about the nature, purpose and
importance of literature education in global times.
Serious Play is a comprehensive account of the possibilities and
challenges of teaching and learning with digital games in primary
and secondary schools. Based on an original research project, the
book explores digital games' capacity to engage and challenge,
present complex representations and experiences, foster
collaborative and deep learning and enable curricula that connect
with young people today. These exciting approaches illuminate the
role of context in gameplay as well as the links between digital
culture, gameplay and identity in learners' lives, and are
applicable to research and practice at the leading edge of
curriculum and literacy development.
Serious Play is a comprehensive account of the possibilities and
challenges of teaching and learning with digital games in primary
and secondary schools. Based on an original research project, the
book explores digital games' capacity to engage and challenge,
present complex representations and experiences, foster
collaborative and deep learning and enable curricula that connect
with young people today. These exciting approaches illuminate the
role of context in gameplay as well as the links between digital
culture, gameplay and identity in learners' lives, and are
applicable to research and practice at the leading edge of
curriculum and literacy development.
Literacy in 3D brings together an authoritative collection of
essays by academics, policy makers and educators from across
Australia, each drawing on Bill Green's influential '3D' model of
literacy, pedagogy and practice. In section one Bill Green and
Catherine Beavis focus on the three dimensional model itself, its
'subject-specific' origins and the implications and challenges for
literacy education in schools. They explore how the model has
evolved since inception in 1988, to address a range of contexts and
requirements in research, teacher education and schooling. Section
two comprises accounts by theorists and practitioners of their
actual work utilising the model, importantly articulating what it
has enabled them to do. This includes adaptation and application
across a range of subjects and contexts, traversing drama, media,
ICT, school literacy, ESL and tertiary education online. The final
section provides a focused reflection on these iterations of the
model and considers future possibilities and developments. Literacy
in 3D presents as a core framework for curriculum and pedagogy
design, within the New Literacy Studies tradition. An up-to-date
account of a long-established, overtly dynamic model, this
important volume explores and engages with its integrated
perspectives to emphasise contemporary cultural, critical and
operational literacy dimensions. It is the quintessential resource
for all literacy educators, researchers and practitioners,
including teacher educators and those working in policy at various
levels.
The essays in this volume provide an international perspective on
persistent and emerging questions related to the use of online
technologies for teaching and learning. They demonstrate that
online literacy practices can be understood only when they are
examined within their social, political, economic, cultural, and
historical contexts.
The essays in this volume provide an international perspective on
persistent and emerging questions related to the use of online
technologies for teaching and learning. They demonstrate that
online literacy practices can be understood only when they are
examined within their social, political, economic, cultural, and
historical contexts. The essays will provoke readers to re-evaluate
the landscape and ecology of online education.
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