Recognising difference: One of the challenges of using a multiliteracies approach
Henderson, Robyn W. (2004) Recognising difference: One of the challenges of using a multiliteracies approach. Practically Primary, 9(2), pp. 11-14.
No abstract available
It’s not unusual for a multiliteracies approach to literacy teaching to be equated with the literacies associated with computers and other information communication technologies. Although literacy educators need to take account of these emerging technoliteracies, a multiliteracies approach should encompass much more than that. What can sometimes be forgotten are the diverse social, cultural and literate practices of homes and communities – the literacy backgrounds that seem to often play a determining role in whether children are successful or not in school settings.
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|Item Type:||Journal Article|
|Keywords:||Literacy, multiliteracies pedagogy, diversity, ESL|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)|
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)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 Australian Literacy Educator's Association|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||11 Oct 2005|
|Last Modified:||09 Jun 2010 22:27|
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