| Description |
1 online resource (289 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Support Material -- Foreword -- Developing a Dialogic Process: Learning from Chapter Authors'Responses to the Working Model -- Part I: Setting the Context -- Introduction: Contextualizing Our Collaboration, Our Book, and Opportunities for Learning -- Contextualizing Our Collaboration -- Contextualizing Our Book: Exploring Three Current Global Challenges -- First Global Challenge: Publicness -- Second Global Challenge: The Superdiverse Learner -- Third Global Challenge: Narrowing Literacy and the Literacy Curriculum |
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From OtL to OfL: A Brief History -- Looking Ahead to the Remainder of This Book -- Note -- References -- Chapter 1: What Do Opportunities and Diversities Have to Do with Literacies Teaching and Learning?: A Provocation -- Our Working Conceptions of Learning, Literacies, Opportunities, and Dialogic Encounters -- Literacies -- Opportunities -- Dialogic Encounters -- A Working Model of OfL Literacies -- The Role of Sociocultural History in the OfL Model -- The Role of Mediating Agents in the OfL Model -- The Role of the Individual in the OfL Model -- The Role of the Knowledge Domain in the OfL Model |
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The Role of Dialogic Encounters in the OfL Model -- The Role of Prolepsis in the OfL Model -- Discussion -- References -- Part II: Opportunities for Learning: Focusing on Learners Learning -- Chapter 2: Exploring Classroom Implications of Literacies and Diversities Through an Opportunities for Learning (OfL) Lens -- Studying Opportunities for Learning (OfL) Literacies: Setting the Context -- OfL Strand I: Knowledge of Students and Their Worlds as Learners -- Deng's Case as a Window into Knowledge of Students -- OfL: Pondering Deng's Case |
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OfL Strand II: Knowledge of Ourselves and Our Worlds as Teachers -- Setting the Context for Exploring Rhea's and Bonnie's Knowledge as Teachers -- Rhea -- Bonnie -- OfL: Pondering the Dispositional Cases of Rhea and Bonnie -- OfL Strand III: Knowledge of Literacy as a Context-Embedded Social Practice -- Using the Case of Max and Kingdom Hearts to Explore Knowledge of Literacy -- OfL: Pondering the Case of Max and Kingdom Hearts to Explore Knowledge of Literacy -- Co-Constructing OfL: Discussion and Critique -- Note -- References |
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Chapter 3: Teaching through Lifeworlds of Aboriginal Children: Australian Opportunities through Culturally Responsive Pedagogies -- Introduction -- Opportunities for Learning in Early Aboriginal Childhood Literacy Classrooms -- Getting Beyond Marginalisation of Cultural Opportunities Through Responsive Pedagogies -- Culturally Responsive Pedagogies -- Introducing Diverse Number Three Preschool -- Findings -- Learning Opportunities for All: Approaches to Pedagogy -- Relational Pedagogy and Responsiveness to Aboriginal Children -- Environment as Teacher -- Discussion -- Acknowledgement |
| Notes |
Description based upon print version of record |
| Bibliography |
References |
| Subject |
Literacy
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Place-based education
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Language arts -- Correlation with content subjects
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Language arts -- Correlation with content subjects.
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Literacy.
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Place-based education.
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| Form |
Electronic book
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| Author |
Exley, Beryl
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Rigney, Lester-Irabinna
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| ISBN |
9781000903775 |
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100090377X |
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