Transition and Continuity in School Literacy Development

Name: Transition and Continuity in School Literacy Development
Brand: Bloomsbury Publishing
SKU: 9781350148826
Price: 48801 HUF
Availability: InStock

Szerző: Erika Matruglio, Christine Edwards-Groves

Nyelv:

Kötés: Kemény kötésű

Kiadó: Bloomsbury Publishing

Elérhetőség: Beszállítói készleten

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This book addresses a significant gap in the research literature on transitions across the school ye...

Információk a könyvről

Szerző

Erika Matruglio, Christine Edwards-Groves

Nyelv

Angol

Kötés

Könyv - Kemény kötésű

Kiadva

2021

oldal

356

EAN

9781350148826

ISBN

1350148822

Enbook ID

33625571

Kiadó

Bloomsbury Publishing

Súly

675

Méretek

156 x 234

Teljes leírás

This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands.

The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.

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