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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.

Abstract

No abstract available

Excerpt:

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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475 since deposited on 11 Oct 2005
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ID Code: 2069
Item Type: Journal Article
Additional URLs:
Keywords: Literacy, multiliteracies pedagogy, diversity, ESL
ISSN: 1324-5961
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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