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Reading places

Comber, Barbara (2010) Reading places. In Hall, Kathy, Goswami, Usha, Harrison, Colin, Ellis, Sue, & Soler, Janet (Eds.) Interdisciplinary Perspectives on Learning to Read : Culture, Cognition and Pedagogy. Routledge (Taylor & Francis Group), Hoboken, pp. 32-43.

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    Abstract

    In this chapter I explore how a critical approach to reading pedagogy has evolved over time in South Australia. I start with a brief review of the groundbreaking work of Jennifer O’Brien in the early 1990s in which she adapted feminist post-structuralist approaches for early childhood classrooms. O’Brien showed that young children can and do take an analytical position with respect to reading when tasks are framed in ways that draw their attention to representation and relationships in texts. Then, drawing from a range of empirical research projects, I discuss how a semiotic approach to reading can be productive for thinking about critical and inclusive literacies. I touch briefly upon how and why we incorporated children’s reading of environmental print into the 100 children go to school project. I then outline the ways in which we have capitalised on the notion of reading places in several projects to work with primary school children and their teachers.

    Impact and interest:

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    ID Code: 41096
    Item Type: Book Chapter
    Additional URLs:
    Keywords: Literacy, Multiliteracies, Semiotic
    ISBN: 9780415561242
    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 > QUT Faculties and Divisions > Faculty of Education
    Copyright Owner: Copyright 2010 Routledge (Taylor & Francis Group)
    Deposited On: 05 Apr 2011 07:53
    Last Modified: 01 Mar 2012 10:03

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