dc.contributor.author | Barton, Georgina | |
dc.contributor.author | McKay, Loraine | |
dc.date.accessioned | 2021-05-04T04:30:30Z | |
dc.date.available | 2021-05-04T04:30:30Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 0046-208X | |
dc.identifier.uri | http://hdl.handle.net/10072/404130 | |
dc.description.abstract | Evidence suggests that increasingly young adolescents are finishing school with poor literacy skills limiting their access to further education, training and employment. This has lifelong effects in terms of their economic participation and health and wellbeing. This paper examines the spatial practices of one school’s approach to improving literacy outcomes for its Years 8 and 9 students, in order to increase positive pathways after school. It shows how staff at this school have begun to work collaboratively with each other and community members in trying to address the reading needs of their students. Using the conceptual frameworks of spatial theory and reflection the paper will share the conceived and perceived spatial practices of staff identified in interview data. We argue that when ongoing reflective practice occurs potential transformative or ‘third space’, practices result; ensuring positive literacy learning outcomes for all students. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.publisher | Australian Association for the Teaching of English | |
dc.publisher.uri | https://search.informit.org/doi/abs/10.3316/informit.329410743099315 | |
dc.relation.ispartofpagefrom | 37 | |
dc.relation.ispartofpageto | 45 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | English in Australia | |
dc.relation.ispartofvolume | 51 | |
dc.subject.fieldofresearch | Curriculum and pedagogy | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearchcode | 3901 | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Education & Educational Research | |
dc.subject.keywords | TEACHERS | |
dc.subject.keywords | POLICY | |
dc.subject.keywords | WORK | |
dc.title | Conceptualising a Literacy Education Model for Junior Secondary Students: The Spatial and Reflective Practices of an Australian School | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Barton, G; McKay, L, Conceptualising a Literacy Education Model for Junior Secondary Students: The Spatial and Reflective Practices of an Australian School, English in Australia, 2016, 51 (1), pp. 37-45 | |
dc.date.updated | 2021-05-04T04:27:57Z | |
dc.description.version | Version of Record (VoR) | |
gro.rights.copyright | © The Author(s) 2016. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s). | |
gro.hasfulltext | Full Text | |
gro.griffith.author | McKay, Loraine M. | |