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Literacy Landscape
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The Literacy Landscape is an introductory text about the role of literacy in education. It explores the concept of language and literacy, its historical origins, its components and how this relates to specific aspects of literacy education.
Each topic commences with the desired learning outcomes, these are designed to clearly define the objectives of the chapter. This is followed by Orientation and Further Reading both allow the students to start thinking about the topic being discussed.
Each chapter continues with the Investigating Learning Outcomes section this along with the Reflection Strategies gets students to collect data and analyse the scenarios so that they can better understand the differing concepts of literacy.
This text can be packaged with Literacy Labyrinth 2e (1740098307) or Literacy Lexicon 2e (1740098315).
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Features and Benefits
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· Desired Learning outcomes at the start of each chapter are designed to clearly define the objectives that will be learnt in this chapter.
· Orientation follows outcomes and introduces the ideas and concepts that will be investigated within the chapters, this helps get the students thinking about the topic.
· Further Reading, students will find this is a useful tool immediately before or after completing the investigations.
· Investigating Learning Outcomes are interactive sections where students are required to investigate the learning outcomes by collecting data, engage in a literate task or reflecting upon the materials supplied.
· Reflection Strategies are listed after each set of investigations, the purpose is to assist the student in developing understandings and concepts by reflecting on their analysis, actions & discoveries.
· Synthesis is designed to bring together the ideas and concepts examined and reflected upon.
· Stimulus for Further Reflection is at the end of each chapter and allows students to test their overall understanding of concepts, by engaging in one or more activities.
· References at end of each chapter give students a starting point for further investigation.
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1. What is language?
2. Language Variation and Difference: dealing with diversity
3. What is Literacy? Traditional literacies and multiliteracies
4. What is text?
5. What is the role of talk?
6. The Production of Text: writing and shaping
7. Reading and Viewing
8. Validating, Monitoring, and Assessing Literacy Teaching and Learning
9. Pedagogies for Literacy
10. The role of Childrens Literature in the Practice and Pedagogy of Literacy
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Dr Michèle Anstey (Dip. T., B.Ed., M.Ed. (Hons), PhD.) was Director of and Principal Adviser to the Literate Futures Project for Education Queensland. She was the author of Literate Futures: Reading (2002) and the handbook, Professsional Development: The Teaching of Reading for a Multiliterate World (2004), published by Education Queensland. She was an Associate Professor in the Faculty of Education at the University of Southern Queensland for 17 years and prior to that a teacher in Victoria, NSW and Qld. She is now an educational consultant running: ABC: Anstey and Bull Consultants in Education with her husband, Geoff Bull. One of her major interests is in literacy teaching practices and reading and she has applied her research in a range of long term consultancies with primary and secondary schools throughout Queensland and Australia. She is particularly interested in the literacy practices of isolated rural communities and the implications of these for developing an appropriate literacy curriculum for the schools in these communities. Her major interest in childrens literature is in picture books and visual literacy. A former editor of the Australian Journal of Language and Literacy together with Geoff Bull she has published The Literacy Lexicon (edited) 2nd Edition Pearson, Sydney 2003 The Literacy Labyrinth 2nd Edition Pearson Sydney 2004, Reading the Visual: written and illustrated childrens literature Harcourt/Nelson, Sydney 2000, Crossing the Boundaries (edited) Pearson, Sydney 2002 and forthcoming is The Literacy Landscape will be published by Pearson in late 2004. Michele and Geoff are currently writing a book on Multiliteracies for the International Reading Association.
Dr Geoff Bull (K.P.T.C., B.Ed.St., Litt.B., M.Litt., M.Ed., PhD.)was an Associate Professor in the Faculty of Education at the University of Southern Queensland for 26 years and prior to this was a teacher and teacher-librarian in various schools around Queensland. Geoff is a former national president of the Australian Literacy Educators Association and founding member of the Australian Literacy Federation (ALF). He has been involved in extensive consultancies with schools and is particularly interested in community literacies. He also has an interest in speculative fiction and postmodern trends in childrens literature. He has written for the Literate Futures Project for Education Queensland and has been extensively involved with professional development around the Literate Futures Project throughout Queensland, particularly with the learning Development Centres: Literacy. He and his wife, Michele Anstey, work as Educational Consultants: ABC: Anstey and Bull Consultants in Education. Together with Michèle Anstey he has published The Literacy Lexicon (edited) 2nd Edition Pearson, Sydney 2003 The Literacy Labyrinth 2nd Edition Pearson Sydney 2004, Reading the Visual: written and illustrated childrens literature Harcourt/Nelson, Sydney 2000, Crossing the Boundaries (edited) Pearson, Sydney 2002 and forthcoming is The Literacy Landscape will be published by Pearson in late 2004. He and Michele are currently writing a book on Multiliteracies for the International Reading Association.
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