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dc.contributor.authorPenn-Edwards, Sorrelen_US
dc.date.accessioned2017-05-03T11:55:04Z
dc.date.available2017-05-03T11:55:04Z
dc.date.issued2011en_US
dc.date.modified2012-03-07T04:58:19Z
dc.identifier.issn03135373en_US
dc.identifier.urihttp://hdl.handle.net/10072/43341
dc.description.abstractThis paper explores beginning pre-service teaching students' common perceptions of the meaning of the term literacy. The methodology used is described in terms of phenomenographic analyses and the outcome, an array presentation of concepts in diagrammatic form. It establishes that students' conceptions of literacy are embedded predominantly in the reading and writing of written texts which is at variance with contemporary teaching practices of critical literacy. This paper proposes that this process and presentation is useful to pre-service teaching institutes in engaging in the debate highlighted in recent public reports, of the need to demonstrate competency in literacy as a condition of Queensland teacher registration.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent826323 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherEdith Cowan Universityen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://ro.ecu.edu.au/ajte/vol36/iss6/2en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom15en_US
dc.relation.ispartofpageto32en_US
dc.relation.ispartofissue6en_US
dc.relation.ispartofjournalAustralian Journal of Teacher Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.subject.fieldofresearchcode130204en_US
dc.titleI Know What Literacy Means: Student Teacher Accountsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the author 2011. 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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