4 minute read
NEWLiteracy
English and Literacies
Ewing et al.
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Available 2022 254x 203, 440 pp Upcoming | Paperback (also available as an eBook)
Robyn Ewing, University of Sydney Deb Brossuek, University of Sydney Rachel Burke, University of Newcastle Siobhan O'Brien, Swinburne University of Technology Lucinda Stewart, University of Melbourne Kathleen Rushton, University of Sydney E P S
Available Now 2016, 216 x 138 mm, 160 pp 9781107557659 | Paperback (also available as an eBook)
English and Literacies
Learning How to Make Meaning in Primary Classrooms
Literacy is often solely associated with the ability to read and write, though being literate in the twenty-first century means being an empowered receiver, user, and creator of diverse text types, communicated across multiple and rapidly changing modalities. English and Literacies: Learning How to Make Meaning in Primary Classrooms is an accessible resource that aims to familiarise pre-service teachers with the many facets of literacies education for primary students.
Contents
Introduction Part 1: Language and Literacy in the primary years 1. Language and Literacy in the primary years 2. Literacies education in the Australian context 3. Assessment and Reporting Part 2: Developing oracy and literacy in the primary classroom 4. Developing oracy: Speaking and Listening 5. Developing literacy in the primary classroom Part 3: Reading and Viewing 6. Reading and Viewing 7. Quality Children's Literature 8. Understanding and Responding to Texts Part 4: Creating Texts 9. Creating Texts 10. Developing knowledge about language and grammar in context 11. Creating positive, inclusive learning environments: working with children with additional needs 12. Creating positive, inclusive learning environments: working with EALD and Aboriginal learners 13. Teaching spelling in context 14. Publishing texts: Developing handwriting and keyboarding skills Part 5: Meeting the challenges inside and outside the classroom 15. Literacy across the Curriculum 16. Partnerships for Literacy Spelling It Out
How Words Work and How to Teach Them
Misty Adoniou, University of Canberra
Spelling can be a source of anxiety for school children and working professionals alike. Yet the spelling of words in English is not as random or chaotic as it is often perceived to be; rather, it is a system based on both meaning and a fascinating linguistic history. Spelling It Out aims to ease anxiety and crush the myth that good spelling comes naturally. Good spelling comes from good teaching. Based on Misty Adoniou's extensive research into spelling learning and instruction, this book encourages children and adults to nurture a curiosity about words, discover their history and, in so doing, understand the logic behind the way they are spelled.
Contents
1. Redefining spelling 2. How do words work? Unravelling the threads 3. How do we learn to spell? 4. Planning a spelling program 5. Assessing spelling Appendix 1. Some stories about words Appendix 2. Common English morphemes Appendix 3. Ways into words Appendix 4. Spelling and scope sequence
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Available Now 2016, 249 x 176 mm, 224 pp 9781107578623 | Paperback (also available as an eBook) P S
Available Now 2016, 249 x 176 mm, 568 pp 9781107578692 | Paperback (also available as an eBook)
Robyn Ewing, The University of Sydney Jon Callow, The University of Sydney Kathleen Rushton, The University of Sydney
Language and Literacy Development in Early Childhood provides educators with an integrated approach to language and literacy learning in early childhood. Written by a team of leading academics in the field, it explores how children learn to talk, play using language, become literate and make meaning – from birth through to preschool and the early school years.
Contents
1. Introduction: The importance of language in our lives 2. Learning how to mean: Dimensions of early language development 3. Playing with language: Imaginative play, language development and technology 4. Talking to learn: Listening to young children’s language 5. Difference and diversity in language and literacy development 6. Aboriginal perspectives in the early childhood literacy classroom 7. Reading with children: Quality literature and language development 8. Supporting the emergent reader 9. Storying and the emergent storyteller and writer 10. Making meaning with image and text in picture books 11. Digital literacies in the lives of young children 12. Language literacy assessment in early childhood contexts and classrooms Literacies
Second Edition
Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Eveline Chan, University of New England Leanne Dalley-Trim, James Cook University The second edition of Literacies continues to provide a comprehensive introduction to literacy pedagogy within today’s new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. Increased coverage of grammar, phonics and spelling has been integrated into this edition along with a comprehensive discussion of topics such as theory, multiliteracies and critical literacy.
Contents
Part A. The ‘why’ of literacies: 1. Literacies on a human scale 2. The purpose of literacies Part B. Approaches to literacies: 3. Literacies pedagogy 4. Didactic literacy pedagogy 5. Authentic literacy pedagogy 6. Functional literacy pedagogy 7. Critical literacies pedagogy Part C. The ‘what’ of literacies: 8. Literacies as multimodal designs for meaning 9. Making meaning by reading 10. Making meaning by writing 11. Making visual meanings 12. Making spatial, tactile and gestural meanings 13. Making audio and oral meanings Part D. The ‘how’ of literacies: 14. Literacies to think and to learn 15. Literacies and learner differences 16. Literacies standards and assessment
