Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12756
Title: Literacy and Curriculum: Language and Knowledge in the Classroom
Contributor(s): Freebody, Peter (author); Chan, Eveline  (author)orcid ; Barton, Georgina (author)
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/12756
Abstract: In contemporary schooling, students' learning is comprehensively and unrelievedly dependent On the development of their literacy capabilities. So mapping the relationship between literacy and curriculum would mean navigating through almost the entire corpus of educational research and theory. However, we can inquire into a more modest, but nonetheless disconcertingly large question: How are students' literacy resources worked up, worked on, put to work day to day - across the school years and across the curriculum areas? In this chapter, we outline two distinct approaches to questions of literacy development and differentiation, one from the linguistic study of language features and the other from the sociological analysis of naturally occurring interactions. We draw attention both to the foundational, stable literacy resources that are recognizable across the curriculum areas, and to those resources that are specific to each curriculum domain. We argue that these curriculum-specific resources, while deeply consequential for pedagogy, assessment, and curriculum organization, are under-represented as focal points for theory, research, policy, and practice. It is their growing specificity, we claim, that is central to the literacy-curriculum relationship, and therefore to our understanding of students' emerging use of language to understand experience and develop school knowledge. The bulk of the chapter is concerned with introducing interactional and linguistic approaches, summarizing some conceptual and empirical works in each, and illustrating key points with exhibits from classrooms. We conclude by drawing out some directions for further research.
Publication Type: Book Chapter
Grant Details: ARC/DP066330
Source of Publication: International Handbook of Research on Children's Literacy, Learning, and Culture, p. 304-318
Publisher: John Wiley & Sons Ltd
Place of Publication: Chichester, United Kingdom
ISBN: 9780470975978
9781118323304
Fields of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
130202 Curriculum and Pedagogy Theory and Development
Fields of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 970120 Expanding Knowledge in Language, Communication and Culture
970113 Expanding Knowledge in Education
930201 Pedagogy
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
280114 Expanding knowledge in Indigenous studies
HERDC Category Description: B1 Chapter in a Scholarly Book
Publisher/associated links: http://trove.nla.gov.au/work/177036448
Editor: Editor(s): Kathy Hall, Teresa Cremin, Barbara Comber, Luis C Moll
Appears in Collections:Book Chapter
School of Education

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