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Full-Text Articles in Education
Social Justice, Pedagogy And Multiliteracies: Developing Communities Of Practice For Teacher Education, Wendy Cumming-Potvin
Social Justice, Pedagogy And Multiliteracies: Developing Communities Of Practice For Teacher Education, Wendy Cumming-Potvin
Australian Journal of Teacher Education
Celebrating and responding equitably to diversity have become increasingly essential for teachers’ work in the new millennium, which is characterized by shifting local and global communities. Aiming to broaden conceptions of teacher education within a predominantly ‘back to basics’ literacy environment, this article draws on selected results from a qualitative study underpinned by the metaphor of communities of practice (Wenger, 1998; Wenger et al., 2002). Conducted in Western Australia, the project involved a small group of pre-service teachers using a pedagogy of ‘Multiliteracies’ (The New London Group, 2000) in face-to-face and on-line settings to construct understandings about literacy learning and …
Reading In The Hyperconnected Information Era: Lessons From The Beijing Ticket Scam, Alison Ruth
Reading In The Hyperconnected Information Era: Lessons From The Beijing Ticket Scam, Alison Ruth
Australian Journal of Teacher Education
In this paper I argue that the kinds of literacy needed for making sense of information on websites is more nuanced and embedded in our everyday context that we are currently providing for learners. The kinds of analysis of websites which allow the processing of information in context are presented. This is demonstrated by an analysis of a scam site, which sold non-existent tickets to the Beijing Olympics and a description of a phishing attempt at Twitter. The skills required to understand information presented on the web have evolved far quicker than the parallel shifts in road safety skills, and …
Learning By Doing: Preservice Teachers As Reading Tutors, Suzanne Dawkins, Marie-Eve Ritz, William Louden
Learning By Doing: Preservice Teachers As Reading Tutors, Suzanne Dawkins, Marie-Eve Ritz, William Louden
Australian Journal of Teacher Education
Whilst early childhood educators are well aware of the importance of meeting the needs of individual children when teaching ‘struggling readers’, finding the time for frequent one-on-one support is difficult. Studies have established that with a well developed and structured tutoring programme, as well as high quality training and supervision, volunteers can be used to provide tutoring in a one-on-one early intervention reading programme. The current study suggests that there is an opportunity for preservice teachers to gain valuable information to increase their knowledge of the reading process, while providing effective support to schools as trained tutors. The small-scale exploratory …