Show simple item record

dc.contributor.authorWyatt-Smith, Claire
dc.contributor.authorCumming, Joy
dc.contributor.editorG. Stobart
dc.date.accessioned2017-05-03T12:47:25Z
dc.date.available2017-05-03T12:47:25Z
dc.date.issued2003
dc.date.modified2011-04-05T07:01:40Z
dc.identifier.issn0969594X
dc.identifier.doi10.1080/09695940301690
dc.identifier.urihttp://hdl.handle.net/10072/5863
dc.description.abstractIn this paper we explore the literacy-curriculum interface reconceptualising this relationship in terms of curriculum literacies . The reconceptualisation is an outcome of a major Australian research study that examined the literacy demands of curriculum in senior schooling. The study was multidisciplinary, multi-theoretical in nature, involving a team of international researchers with expertise in literacy and in curriculum. The paper argues the need for exploring the coherence of literacy demands that students encounter in managing their learning in different contexts and disciplines and the need to incorporate these demands explicitly in instruction and assessment. Our conclusion is that the reconceptualisation of curriculum literacies challenges current constructs of assessment and calls for the domains of assessment to be expanded to include curriculum knowledge, and epistemological domains that take account of diverse ways of working with and in semiotic systems. Student success across the years of schooling hinges on their increasing control of this combination of knowledges and ability to use these productively.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent66752 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherCarfax Publishing
dc.publisher.placeUK
dc.relation.ispartofpagefrom47
dc.relation.ispartofpageto59
dc.relation.ispartofissue1
dc.relation.ispartofjournalAssessment in Education: Principles, Policy & Practice
dc.relation.ispartofvolume10
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode3903
dc.titleCurriculum literacies: expanding domains of assessment.
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2003 Routledge. This is an electronic version of an article published in Assessment in Education: Principles, Policy & Practice, Volume 10, Issue 1, 2003, Pages 47 - 59. Assessment in Education: Principles, Policy & Practice is available online at: http://www.informaworld.com with the open URL of your article.
gro.date.issued2003
gro.hasfulltextFull Text
gro.griffith.authorCumming, Joy J.
gro.griffith.authorWyatt-Smith, Claire M.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record