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This is a text about the beliefs, issues and practices at the
forefront of literacy education - language, ethnic, and academic
diversity; authentic assessment; social construction of meaning and
knowledge - explored through the lens of a cohesive instructional
design, the Book Club Programme. As such, it provides a
well-researched pedagogical model. Commentaries by eminent literacy
scholars outside the project provide an expanded perspective on the
many issues raised by the chapter authors. The resulting
multiplicity of voices - including those of students (the authors
of chapter 10) who are fifth-grade participants in the Book Club
Programme - is a feature of this volume.
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