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Mary Kalantzis, Bill Cope, Eveline Chan and Leanne Dalley-Trim
LITERACIES
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SECOND EDITION
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A comprehensive introduction to literacy pedagogy within today’s new media environment
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DATE PUBLISHED: July 2016 FORMAT: Paperback* ISBN: 9781107578692 *also available as an eBook
www.cambridge.org/literacies2e *Subject to meeting course requirements
ABN 28 508 204 178
DATE PUBLISHED: July 2016 FORMAT: Paperback* ISBN: 9781107578692 *also available as an eBook
LITERACIES Literacies features the experiences of both teachers and students and provides a range of methods that teachers can use with students to develop their capacities to read, write and communicate. Reflects the thinking and content available in the most current version of the Australian Curriculum.
learning outcomes for each chapter additional practical classroom activities activities integrated with the companion website
RESOURCES Additional resources are provided on the companion website at www.literacies.com Navigational Aids Further Reading Knowledge Processes Glossary Breakout Boxes Videos
Part A. The ‘Why’ of Literacies: 1. Literacies on a human scale Three globalisations First languages Starting to write New media, new literacies Why literacies? Literacies for work Literacies for citizenship Literacies for contemporary community life
Part B. Approaches to Literacies: 3. Literacies Pedagogy Literacies pedagogy in action Things you do to know
4. Didactic literacy pedagogy
NEW TO THIS EDITION
FEATURES INCLUDE
Introduction: The work of learning and teaching literacies
2. The purposes of literacies
The second edition of Literacies 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.
Up to date Australian Curriculum content, such as achievement standards and language, literature and literacy curriculum strands, is integrated throughout A new chapter addressing cross-curricular priorities of the Australian Curriculum (Aboriginal and Torres Strait Islander histories and cultures) A new chapter on literacies standards and assessment that incorporates assessment technologies ‘Making written meanings’ is further explored in two separate chapters that cover both reading and writing
CONTENTS
WHY CHOOSE THIS TEXT Provides a comprehensive introduction to literacy pedagogy in today’s new media environment Focuses not only on reading and writing, but on other modes of communication, including oral, visual, gestural and spatial Using real-world examples and illustrations, it emphasises the ‘how-to’ practicalities of designing literacy learning experiences and assessing learner outcomes
ABOUT THE AUTHORS Mary Kalantzis is Dean of the College of Education at the University of Illinois. Bill Cope is a Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois. Eveline Chan is a Senior Lecturer in the School of Education at the University of New England. Leanne Dalley-Trim is Dean and Acting Head of School in the School of Education at James Cook University.
On the paradigms of literacies The contents of literacy knowledge - traditional topics and approaches Synthetic phonics The organisation of literacy curriculum - following the syllabus, the textbook and the teacher Applying objective thinking Learners doing literacy - copying, repetition, memorisation and applying rules The social relationships of literacy learning - authority in language knowledge Exploring connections between the ‘knowledge processes’ and didactic pedagogy
5. Authentic literacy pedagogy The contents of literacy knowledge - authentic meanings The organisation of literacy curriculum - process pedagogy and natural language growth Learners doing literacy - active learning and experiential immersion The social relationships of literacy learning - self-expression in a learner-centred pedagogy
6. Functional approaches to literacy pedagogy The contents of literacy knowledge - learning the genres of school success and social power The organisation of literacy curriculum - reading genre models and writing within generic frameworks Learners doing literacy - genre scaffolds and independent construction The social relationships of literacy learning - benefits of learning powerful text forms Exploring connections between the ‘knowledge processes’ and functional literacy pedagogy
7. Critical literacies pedagogy The contents of literacy knowledge - learning about social differences, and popular and new media cultures The organisation of literacy curriculum - a focus on voice and agency Learners doing literacy - engagement with real-world issues and active citizenship The social relationships of literacy learning - literacies as a tool for taking control of one’s life
Part C. The ‘What’ of Literacies: 8. Literacies as multimodal designs for meaning Meaning-making in representation and communication
www.cambridge.org/literacies2e Meaning-making as a design process Multimodality Design elements Multimodal writing using new media
9. Making meaning by reading Modes of meaning In the written mode: learning to read Working at reading Reading as the design of meaning Connecting the sounds of speech with the visuals of writing Developing vocabulary, comprehension and critical reading
10. Making meaning by writing Learning to write Working at writing A traditional grammar of English Language choices and change types Transformational-generative grammar Systemic-functional grammar The writing process
11. Making visual meanings Visual representation and communication Perceptual and mental images The visual design process Visual design analysis Paths to synaesthesia: making connections between visual and other modes of meaning
12. Making spatial, tactile and gestural meanings Learning through spatial, tactile and gestural meanings Spatial meanings Tactile meanings Gestural meanings Paths to synaesthesia: making connections between spatial, tactile, gestural and other modes of meaning
13. Making audio and oral meanings Learning audio and oral meanings Audio meanings Oral meanings Paths to synaesthesia: crossovers between oral and written meanings
Part D. The ‘How’ of Literacies: 14. Literacies to think and to learn Literacies and cognitive development Literacies for learning ‘Constructivist’ theories of learning
15. Literacies and learner differences The effects of difference in literacies learning From group demographics to the complexities of learner differences Differentiated literacies instruction 1: the idea of design Differentiated literacies instruction 2: multimodality Differentiated literacies instruction 3: knowledge processes Differentiated literacies instruction 4: alternative navigation paths Differentiated literacies instruction 5: creating a learning environment of productive diversity Age differences and literacies learning Different language backgrounds and literacies learning
16. Literacies standards and assessment Literacies standards Literacies assessment New media, new learning, new assessments Literacies assessment technologies