| Description |
xiii, 182 pages ; 25 cm |
| Contents |
Contents note continued: Eloise and Nicola: working together within a multidisciplinary partnership -- Ensuring that all children are literacy learners -- Conclusion -- References -- ch. 7 Homework: A Window Into Community Literacies / Kirsten Hutchison -- More to homework than meets the eye -- Two families -- Homework can mean different things to different children -- Homework: a community project -- Situated learning -- Conclusion -- References -- ch. 8 Planning For Teaching / Planning For Learning / Maria Nicholas -- Thomas's story: beginning with the child -- Gaelene's story: working with tensions and debates in literacy -- What is a middle years learner? -- Planning for learners from diverse backgrounds in a middle years context -- Maria's story: turning it upside down: working in professional learning teams -- More than a number: sitting in on a team meeting -- A few weeks later: sitting in on another team meeting -- Conclusion -- Acknowledgement -- References -- |
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Contents note continued: ch. 4 Literacy Teaching And Learning In Digital Times: Tales Of Classroom Interactions / Glenn Auld -- Shannon: creating digital texts -- What can we learn from Shannon's teaching? -- Shona: using technology to monitor literacy learning -- Students reflecting on their learning -- A community of learners -- How should we view the relationship between literacy and technology? -- Conclusion -- References -- ch. 5 Supporting Intercultural Engagement In Literacy Education / Sarah Ohi -- Claudia moves beyond ̀Harmony Day' using cultural resources and texts -- Patrick develops intercultural understanding and skills -- Angelina taps into students' ̀funds of knowledge' -- Conclusion -- References -- ch. 6 Inclusive Literacy Education / Louise Paatsch -- The literacy classroom: working to each child's potential -- Brooke and Emily: gaining confidence and skills together -- Enhancing literacy practices: the place of teachers' judgements -- |
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Contents note continued: ch. 9 Teacher And Student Agency In Contemporary Literacy Classrooms / Louise Paatsch -- Marion's commitment to student agency -- The challenge of ̀mindsets' -- Putting student agency at the centre of your pedagogy -- Earth, space and beyond: challenging literacies -- Further developing student agency: school planning for literacy learning -- Conclusion -- References |
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Machine generated contents note: ch. 1 How To Read This Book / Muriel Wells -- Continuing reading -- Reading stories -- Debating literacy -- Affirming your professional knowledge -- New literacies and communication practices within classrooms -- So ... who does this book think you are? -- What follows -- Professional associations that will be of interest to you as a literacy educator -- References -- ch. 2 Engaging With Tensions: Tensions Are The Norm / Rachel MacGilp -- Literacy is complex -- Literacy learners are increasingly diverse -- Effective literacy teachers experience a variety of tensions -- Why have you decided to become a literacy teacher? -- Conclusion -- References -- ch. 3 Teachers Researching Their Teaching: Learning Through Practitioner Inquiry / Muriel Wells -- Rosa joins a community of inquirers at a new school -- Adam moves from being a graduate to part of a community of learners -- Julie and Sophie combine action and research -- Conclusion -- References -- |
| Summary |
Becoming a Teacher of Language and Literacy explores what it means to be a literacy educator in the 21st century. It promotes a reflective and inquiry-based approach to literacy teaching and examines three central questions: 1. How do teachers approach the teaching of reading and writing, speaking and listening within a digital age? 2. How do teachers approach the standardisation of literacy, including high-stakes testing? 3. How do teachers work within the framework of the Australian Curriculum: English? The book covers a range of contemporary topics in language and literacy education, including reading and creating digital texts, supporting intercultural engagement in literacy education, and developing community partnerships. Each chapter features teacher narratives, current theoretical perspectives, examples of practice and reflective questions. The narratives are designed to prompt reflection about teachers' professional practice within local school settings. They convey the voices of teachers as they grapple with the challenges of their professional practice |
| Analysis |
Australian |
| Notes |
Record machine-generated from publisher information |
| Bibliography |
Includes bibliographical references and index |
| Audience |
Tertiary/Undergraduate, Postgraduate |
| Subject |
English language -- Study and teaching -- Australia.
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English language -- Study and teaching (Primary)
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Language arts -- Australia.
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Language education
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Language teachers -- Training of -- Australia.
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Language teachers -- Training of.
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Literacy -- Study and teaching (Primary)
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Literacy -- Study and teaching -- Australia.
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Language arts (Primary)
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Literacy -- Study and teaching.
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Literacy.
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| Author |
Auld, Glenn, editor
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Doecke, Brenton, editor
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Wells, Muriel Anona, editor
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| LC no. |
2014472355 |
| ISBN |
9781107662865 |
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