Valuing students' diverse language and cultural backgrounds: A multiliteracies project in a remote Indigenous community
Author(s)
Exley, Beryl
Griffith University Author(s)
Year published
2018
Metadata
Show full item recordAbstract
This chapter considers understandings of student diversity as articulated in the Australian
Curriculum documents, designs of meaning for written and visual text, and the different
sorts of pedagogy we introduced for different stages of a multiliteracies project. I provide
an example of how Miss Lizzy, an early career teacher, and I worked with a remote
Indigenous community in the Torres Strait, Far North Queensland, to plan and teach a
unit of work that would develop students’ English and History knowledge. I conclude
by highlighting the usefulness of a wide, but not vague, multiliteracies approach, and the
importance of ...
View more >This chapter considers understandings of student diversity as articulated in the Australian Curriculum documents, designs of meaning for written and visual text, and the different sorts of pedagogy we introduced for different stages of a multiliteracies project. I provide an example of how Miss Lizzy, an early career teacher, and I worked with a remote Indigenous community in the Torres Strait, Far North Queensland, to plan and teach a unit of work that would develop students’ English and History knowledge. I conclude by highlighting the usefulness of a wide, but not vague, multiliteracies approach, and the importance of developing an explicit grammar for written and visual text for meeting the literacy learning needs of diverse student groups as they study English and History.
View less >
View more >This chapter considers understandings of student diversity as articulated in the Australian Curriculum documents, designs of meaning for written and visual text, and the different sorts of pedagogy we introduced for different stages of a multiliteracies project. I provide an example of how Miss Lizzy, an early career teacher, and I worked with a remote Indigenous community in the Torres Strait, Far North Queensland, to plan and teach a unit of work that would develop students’ English and History knowledge. I conclude by highlighting the usefulness of a wide, but not vague, multiliteracies approach, and the importance of developing an explicit grammar for written and visual text for meeting the literacy learning needs of diverse student groups as they study English and History.
View less >
Book Title
Teaching Literacies: Pedagogies and Diversity
Publisher URI
Subject
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)