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Literacy

2007

University of Wollongong

Articles 1 - 7 of 7

Full-Text Articles in Education

Investigating Relationships Between Literacy Research, Policy And Practice: A Critical Review Of The Related Literature, Pauline J. Harris, Barbra Mckenzie, Honglin Chen, Lisa K. Kervin, Philip R. Fitzsimmons Jan 2007

Investigating Relationships Between Literacy Research, Policy And Practice: A Critical Review Of The Related Literature, Pauline J. Harris, Barbra Mckenzie, Honglin Chen, Lisa K. Kervin, Philip R. Fitzsimmons

Faculty of Education - Papers (Archive)

This paper is driven by concern that the fields of literacy research, policy and practice do not interact with one another in ways that are congruent or productive, as evidenced in recent government literacy reports in Australia and overseas. This concern leads us to interrogate the nature of the relationship between literacy research, policy development and classroom practice. With a view to understanding how this relationship might be enhanced, this paper provides a literature review of the nexus between literacy research, policy and practice, the issues that arise therein, and directions for further investigation, including our ARC Discovery Nexus Project ...


Re-Framing Primary School Visual Literacy: Enrichment From Interdisciplinary Approaches, Barbra Mckenzie Jan 2007

Re-Framing Primary School Visual Literacy: Enrichment From Interdisciplinary Approaches, Barbra Mckenzie

Faculty of Education - Papers (Archive)

Currently the education field in Australia tends to view the concept of Visual Literacy in terms of a grammatical framework. While use of this type of construct can provide students of all ages and stages with a meta-language to enable them to identify and discuss various aspects of visual literacy, it is far from the only way to frame the concept of visual literacy. Some researchers in fact question the notion that applying this type of framework to visual images is either possible or desirable. There is a growing acknowledgment of the importance of teaching children to think critically about ...


The Frames, Foramens And Fistulas Of The Graphic Novel: An Adolescent View Of Visual Literacy In Action, Philip R. Fitzsimmons Jan 2007

The Frames, Foramens And Fistulas Of The Graphic Novel: An Adolescent View Of Visual Literacy In Action, Philip R. Fitzsimmons

Faculty of Education - Papers (Archive)

This paper discusses the visual literacy praxis of fifteen adolescents that arose from within a ‘grounded-emergent’ research design. Describing themselves as avid readers of graphic novels these high school students articulated clearly an approach to reading that was aligned to the notion of reading as ‘literary cartography’. For this cohort, the text was an entrée into the visual that allowed a straddling of visual strategies such ‘interiorisation of frames’, ‘resistant internal icons’ and ‘personal orientation’. In essence, these students allowed the visual landscape within and between the ‘gutters’, borders in graphic novels, to be viewed omnisciently, so that the visual ...


In-School Professional Development: Supporting Teachers With The Inclusion Of Critical Literacy In Their Classrooms, Lisa K. Kervin, Michelle Rodwell Jan 2007

In-School Professional Development: Supporting Teachers With The Inclusion Of Critical Literacy In Their Classrooms, Lisa K. Kervin, Michelle Rodwell

Faculty of Education - Papers (Archive)

The voluminous literature within the field of teacher professional development presents varied components of what constitutes meaningful professional development experiences for teachers. The case reported herein describes how components identified from an analysis of the literature have been incorporated within an inschool model of professional development to support primary teachers as they explore their literacy teaching within their own school and individual classrooms. These ongoing, in-school professional development experiences aimed to support and encourage pedagogical change as the teachers reviewed their classroom teaching and learning practices with emphasis on critical literacy. The importance of the school professional culture, the organisation ...


Looking For Clarity Amongst The Challenges Faced By Teachers As They Consider The Role Of Ict In Classroom Literacy Learning Experiences, Jessica Mantei, Lisa K. Kervin Jan 2007

Looking For Clarity Amongst The Challenges Faced By Teachers As They Consider The Role Of Ict In Classroom Literacy Learning Experiences, Jessica Mantei, Lisa K. Kervin

Faculty of Education - Papers (Archive)

Primary school teachers today operate within a climate of great change with the rapid infusion of Information and Communication Technologies (ICT) into schools with the expectation that these be included within classroom experiences. Many schools purchased computer hardware and software and have provided professional development for teachers with the expectation that the technology will be put to use. Studies show, however, that many teachers continue to feel ill-equipped to use technology to support learning in spite of these in-service opportunities. Further studies identify the classroom teacher as the major factor in determining whether ICT are an important component of daily ...


Meeting Pre-Service Teachers Where They Are: Supporting Them As Literacy Educators, Lisa K. Kervin, Barbra Mckenzie Jan 2007

Meeting Pre-Service Teachers Where They Are: Supporting Them As Literacy Educators, Lisa K. Kervin, Barbra Mckenzie

Faculty of Education - Papers (Archive)

Some media reports (Devine, 2005; Donnelly, 2005) have asserted that pre-service teachers often graduate without an understanding of how to teach children to read and write. In the current climate of professional milestones, national benchmarks and teaching standards for early career teachers, it is crucial that pre-service teacher education programs adequately prepare graduates for entry into the profession. This paper explores how we have tailored a final year literacy elective subject to meet the needs of our pre-service teachers and to support them in their final practicum and subsequent entry into the profession. In particular we report on the processes ...


Don't Mention The 'T' Word: Value And Validity In Testing Visual Literacy, Ian M. Brown, Lori Lockyer Jan 2007

Don't Mention The 'T' Word: Value And Validity In Testing Visual Literacy, Ian M. Brown, Lori Lockyer

Faculty of Education - Papers (Archive)

As a result of the expanding global view of literacy an Australian research team has been exploring the concept of testing for visual literacy development. A study has been established to develop a standards referenced test to explore learning development and learning designs appropriate for multiliteracy development for secondary students. This paper will present the development of the test, the validation and the results achieved. The establishment of a test for visual literacy will evaluate, improve and provide information on student learning.