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Literacy in Australia
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Table of Contents

Preface xi About the adapting authors xiv How to use this book xvi Additional resources xxi Acknowledgements xx ii 1 Examining literacy in the twenty-first century 2 2 Oral language learning in and out of the classroom 28 3 Getting to know students: Developing culturally relevant practices for reading and writing 64 4 Theories of literacy development 96 5 Literacy programs and approaches 128 6 Entering into the literacy landscape: Emergent readers and writers 174 7 Beginning readers and writers 218 8 Intermediate and accomplished readers and writers 266 9 Effective assessment practices for reading and writing 322 10 Literature in the classroom 364 11 ICTs and reading to learn in the content areas 406 12 Working with struggling readers and writers 462 Appendix 494 Glossary 495 Index 499

About the Author

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, where the school was staffed by two teachers. Since completing a PhD at Indiana University, she has taken up academic positions at the University of Kentucky, James Madison University (Virginia), University of Western Sydney and Charles Darwin University. She was the Chief Investigator and Evaluator of Reading First in Kentucky. While in Kentucky, she also received a grant to design and produce an online program to support struggling adult readers using voice recognition technology, screen readers and interactive activities. She 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. Her research interests include supporting struggling readers, supporting Indigenous learners, parent education, the impact of technology on literacy learning, boys education, adult literacy education, and inspiring reluctant writers. In 2012, she instigated the project i-Read for disinterested and disengaged secondary readers. It now occurs in 9 high schools in NSW and the ACT. 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. 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. Before this, Kylie taught in primary and middle schools, and held leadership positions of Stage 3 Coordinator and Coordinator of Academic Programs in Years 5 8 in the independent school sector. She presently maintains her teaching credentials through continual work as a teacher in DEC primary schools. 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. She consults in this area in schools in both the government and independent sectors. Kylie s research interests also include the area of higher education, where she has developed a measure of research preparedness for students involved in undergraduate research and a methodological tool for tracking learning journeys. She is currently the Convenor of the Research into the Doctorate Special Interest Group for the Australian Association of Research in Education (AARE) and the Treasurer of the NSW Institute of Educational Research (NSW IeR). 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 computer game play during his recreational time. Literacy practices were discussed for a variety of computer games, applying the four-resource model. Her doctoral research explored how teachers in one school integrated the interactive whiteboard into their English curriculum to develop students multiliterate practices. In particular, it investigated how teachers beliefs and teaching practices were shaped by the implementation of interactive whiteboards, and how this influenced what counted as multiliteracies.

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