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Engaging middle years students : literacy projects that matter

Ryan, Mary E. (2008) Engaging middle years students : literacy projects that matter. Journal of Adolescent and Adult Literacy, 52(3), pp. 190-203.

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Abstract

Students often enter pre-service teacher literacy curriculum and pedagogy classes with conflicting and certainly varied notions about which literacy practices 'matter' in middle years classrooms. Debates about authentic learner-centred tasks versus basic skill acquisition circulate in the media, in school curricula and in the talk of teachers and parents. This article confronts such debates, to suggest that authentic literacy projects can be used to provide students with the experiences, knowledges and literacy skills that will help them to become engaged, successful learners in the middle years. Practical project snapshots using a three-step model of contextualised planning are described to illustrate how teachers can motivate students and intellectualise the curriculum, while at the same time supporting students’ diverse academic and cultural needs and strengths.

Impact and interest:

1 citations in Scopus
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2 citations in Web of Science®

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256 since deposited on 11 Mar 2008
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ID Code: 12976
Item Type: Journal Article
Additional URLs:
Keywords: multiliteracies, middle years, English curriculum
DOI: 10.1598/JAAL.52.3.2
ISSN: 1081-3004
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2008 International Reading Association
Deposited On: 11 Mar 2008
Last Modified: 19 Jun 2012 06:36

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