Transition and Continuity in School Literacy Development - Couverture rigide

9781350148826: Transition and Continuity in School Literacy Development

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ISBN 10 : 1350148822 ISBN 13 : 9781350148826

Editeur : Bloomsbury Academic, 2021

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Explores the continuities and discontinuities in school literacy education and draws out their implications for practice.

Les informations fournies dans la section � Synopsis � peuvent faire r�f�rence � une autre �dition de ce titre.

� propos des auteurs

Pauline Jones is Associate Professor of Language in Education at the University of Wollongong, Australia.

Erika Matruglio is Senior Lecturer in TESOL and Secondary Literacy at the University of Wollongong, Australia.

Christine Edwards-Groves is Professor of Literacy and Professional Practice at the Australian Catholic University, Australia.

Les informations fournies dans la section � A propos du livre � peuvent faire r�f�rence � une autre �dition de ce titre.

�diteur: Bloomsbury Academic
Date d'�dition: 2021
Langue: anglais
ISBN 10: 1350148822
ISBN 13: 9781350148826
Reliure: Reli�
Num�ro d'�dition: 1
Nombre de pages: 358
�diteur: Jones Pauline
Coordonn�es du fabricant: non disponible
Personne responsable: non disponible

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9781350259744: Transition and Continuity in School Literacy Development

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ISBN 10 : 1350259748 ISBN 13 : 9781350259744
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Transition and Continuity in School Literacy Development

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ISBN 10 : 1350148822 ISBN 13 : 9781350148826

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Transition and Continuity in School Literacy Development

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Transition and Continuity in School Literacy Development

Jones, Pauline

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Transition and Continuity in School Literacy Development (Hardcover)

Dr Pauline Jones

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Hardcover. Etat : new. Hardcover. This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands.The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N� de r�f. du vendeur 9781350148826

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Transition and Continuity in School Literacy Development

Dr Pauline Jones

Edit� par Bloomsbury Publishing PLC, 2021

ISBN 10 : 1350148822 ISBN 13 : 9781350148826

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Hardback. Etat : New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 454. N� de r�f. du vendeur C9781350148826

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Transition and Continuity in School Literacy Development (Hardcover)

Dr Pauline Jones

Edit� par Bloomsbury Publishing PLC, London, 2021

ISBN 10 : 1350148822 ISBN 13 : 9781350148826

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Vendeur : CitiRetail, Stevenage, Royaume-Uni

�valuation du vendeur 5 sur 5 �toiles

Hardcover. Etat : new. Hardcover. This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands.The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N� de r�f. du vendeur 9781350148826

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