1,721,056 research outputs found
Collaborative Literacy Research and Why It Matters
No full textIn this chapter we summarise the outcomes of the Australian Research Council project that is the subject of this book. We then discuss the importance of three key aspects of our study: collaborative research, linking teacher wellbeing and the sustainability of the profession to teachers' agency, and teachers' systematic research on their own practice. The authors revisit the main goals of the project in relation to new literacy demands, outlining why this kind of collaborative research into changing pedagogies and curriculum matters, especially in current social conditions, and how the inquiries of the teacher researchers summarised in this book illustrate the value of such collaboration. We have taken teachers' wellbeing to be an integral element of this research. We argue that it is an essential aspect of increasing teachers' agency and thus enhancing the sustainability of the profession. We also contend that a productive and challenging way of achieving this wellbeing is through increasing teachers' access to, and capacity to engage in, research inquiries
Reading The Silences Within Critical Feminist Theory
No full textThis paper reviews the literature produced on gender and critical literacy, particularly research which has drawn on Kristeva's (1986) three tier model of women's work to inform critical feminist literacy curriculum. It examines the strengths and limitations (silences) in this literature, and then proposes an alternative reading of Kristeva which draws on the work of postcolonial theorists. A postcolonial interpretation of Kristeva's (1986) theory of how the sign or representation of `woman' is constructed enables an analysis of the `difference' within the category `woman' not only the relational `difference' symbolically constructed between `man' and `woman'. Kristeva (1986) proposes that in the space of the postmodern nation, such as Australia, symbolic representation in the form of the sign of `woman' is constituted in and through three temporal relations. Kristeva's three temporal relations can be described as: (1) Monumental time (eternity), (2) Cyclic time, and (3) Linear or cursive time. From this perspective, the present of women's time (monumental, cyclical and linear) is a zone of representational instability. That is, the representation of women in and through the sign `woman' becomes the site of continual challenge and reconstruction. It is from this instability of cultural signification that the literary canon comes to be articulated as a dialectic of various temporalities - modern, colonial, postcolonial, feminist, post feminist, poststructural feminism(s), `native', traditional - that cannot be a knowledge that is stablized in enunciation. In this time, `woman' does not signify the female body as an a priori historical presence, a discursive object; but a discursive subject constructed in the performance of the narrative
Literacies programs: Debates and demands in cultural context
No full textAn introduction to the "four resources" model of literacy, where coding, semantics, pragmatic and critical text work are viewed as necessary components for literacy in contemporary society
Literacy education in a changing policy environment : introduction
No full textLiteracy has long been at the heart of discussions about improving the quality and equitable distribution of educational outcomes. The last decade, however, has seen a dramatic redirection of policy effort in this regard. The effects of this policy redirection are playing out now; it may be that new policy emphases may have consequences for how educators think about what matters in literacy, how they can, and should, make judgements about what matters, and how they can, and should, act on those judgements. This issue of the Journal focuses on the changing landscape of policy and practice in literacy education.\ud
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Educators in many countries have encountered increasingly intensive government moves to centralise and standardise school education. In Australia national testing of literacy and numeracy began relatively recently. The results for individual schools have been publically reported since 2009. Following trialling in 2010 and 2011, most states and sectors are now beginning to implement new Australian curriculum in English, Mathematics, Science and History..
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Language, Literacy and Literature
No full textLanguage, Literacy and Literature combines concepts of language, literature and literacy within a pedagogical framework that leads readers through a series of learning processes. In other words, it is as much a book about teaching English as it is a book about learning how to learn about teaching. The book provides models for pre-service teachers to help identify the kinds of dispositions towards learning that a teacher needs to develop, such as curiosity, collaboration and willingness to 'give things a go'. It further challenges the pre-service teacher to question what they think they know, as well as discover what they need to know. A range of practical and relevant exercises and activities assist in building habits of reflexive practice. \ud
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<b>Key features:</b> \ud
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- Features lots of interesting and readily applicable activities and questions that invite students to practice what they've learned and to record it in their journals or portfolios \ud
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- Approaches literacy across the KLAs, and consistent with National Curriculum emphases in literature. \ud
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- Covers early childhood, primary and middle years to assist primary teachers to prepare students for secondary school. \ud
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- Good balance of theory and practice, through clearly outlined practical applications related to literacy pedagogy - \ud
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- Sections on children's literature interspersed throughout: include poetry, fiction and non-fiction\ud
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- Covers multiliteracies, oral language and standards\ud
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- Coverage of oral literacy traditions\ud
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- Indigenous traditions, stories and song lines\ud
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- Coverage of processes and strategies of writing, genres (genre model), creative writing, text types, themes etc.\ud
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- Appropriate coverage of lesson planning, programming, keeping records, classroom management etc.\ud
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- Coverage of reading, comprehension; grammar and spelling - with links between speaking, reading and writing to create balanced literacy programs\ud
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- Strategies for motivating reluctant readers and writers - \ud
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- Sections on how to adapt to children's learning needs, whether from ability or cultural differences - what resources to use\ud
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- Encourages critical analysis of literacies, particularly those on the internet, v blogs etc.\ud
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- Covers communication in an online environment - e.g. wikis, blogs, facebook.\ud
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- Case studies - Provides specific examples about lesson planning, classroom management and the like. A springboard for the 'Learning Objectives' Work Samples\ud
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- From both students, pre-service teachers and teachers Pre-service teacher Reflections/Student Reflections - Used for various things i.e. teacher annotation, reflectio
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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