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Editor(s): Donna Pendergast, Katherine Main, Nan Bahr |
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This chapter examines theoretical perspectives relevant to literacy learning for middle years students. The authors explain the theoretical shifts and complexities related to definitions for the term literacy and share practical examples of what contemporary middle years classrooms might look, sound, and feel like in relation to literacy learning. The authors draw attention to the many literacies that exist across students’ families and communities as well as the culturally and socially bound literacies of teachers. They employ Stanovich's concept of the Matthew Effect as a means for helping teachers understand and break down literacy barriers that exist between diverse groups of students and parents in schooling systems. They examine the specific literacy needs and practices of contemporary middle years students and offer the Freebody and Luke Four Resource Model as a framework for considering literacy practices unique to each subject area. The chapter examines strategies that assist middle years students in improving reading and writing skills and advocates for approaches that value student voice and choice. |
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Teaching Middle Years: Rethinking Curriculum, Pedagogy, and Assessment, p. 137-149 |
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