Identity and text : developing self-conscious readers
Ryan, Mary E. & Anstey, Michele (2003) Identity and text : developing self-conscious readers. Australian Journal of Language and Literacy, 26(1), pp. 9-22.
Globalisation and societal change suggest the language and literacy skills needed to make meaning in our lives are increasing and changing radically. Multiliteracies are influencing the future of literacy teaching. One aspect of the pedagogy of multiliteracies is recruiting learners’ previous and current experiences as an integral part of the learning experience. This paper examines the implications of results from a project that examined student responses to a postmodern picture book, in particular, ways teachers might develop students’ self-knowledge about reading. It draws on Freebody and Luke’s Four Resources Model of Reading and recently developed models for teaching multiliteracies.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||multiliteracies, multiliteracies pedagogy, literacy teaching|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2003 Australian Literacy Educators' Association|
|Deposited On:||09 Mar 2010 21:39|
|Last Modified:||29 Feb 2012 13:20|
Repository Staff Only: item control page