Teaching literacies in the middle years : pedagogies and diversity / edited by Robyn Henderson.

Includes bibliographical references and index.

Intro -- Contents -- List of Figures -- List of Tables -- Contributors -- Preface -- Acknowledgements -- Introduction -- Part 1. Engaging Students through Pedagogies : -- 1. Teaching Literacies: Principles and Practices -- Introduction -- Myths and realities of school literacy learning -- Some principles and practices -- Conclusion -- Acknowledgements -- 2. Planning for Literacy Learning -- Introduction -- Teaching literacies in the middle years -- Framing literacy learning -- Using multiliteracies pedagogy -- Using the four resources model -- Planning for content learning and literacy learning -- Macro planning -- Micro planning -- Using process dramaFocusing on overt instruction -- Conclusion -- Acknowledgements -- 3. Using Digital Texts to Engage Students -- Introduction -- A sociocultural view of literacy -- Changing views of reading and writing: Becoming produsers -- Creating intellectually challenging literacy tasks -- The four resources model -- Text participant resources -- Code-breaking resources -- Text using resources -- Text analyst resources -- Conclusion -- 4. Popular Culture in the Classroom: A Plethora of Possibilities -- Introduction -- What is popular culture? -- Popular culture in the curriculum: A site of contest -- The case for using popular culture in the middle years classroomMagazines: Popular culture for tweens and teens -- Content learning and literacy learning: Possibilities for using popular culture magazines -- Assessment tasks -- Conclusion -- Part 2. Ensuring Literacy Learning for All Students : -- 5. Teaching for Quality and Equity: (Re)Focusing the Lens to Make Diversity and Difference Visible -- Introduction -- Positively diverse: Recruiting diversity in the middle years -- Transitions across cultural spaces: Why is student diversity sometimes invisible? -- (Re)focusing the lens for quality and equity -- Refocus the lensUse a wide lens -- Consider multiple lenses -- Avoid deficit discourses -- Question assumptions about students and families -- Identify students' strengths -- Talk with students and their families whenever and wherever possible -- Form real partnerships with students, their families and communities -- Conclusion -- Acknowledgements -- 6. Literacy Learning for Students in Rural Communities -- Introduction -- Literacies for rural students -- How we understand literacy -- Thinking about literacies in the community, home and school -- Understanding context: School and classroom -- Place-based education -- Learning activitiesLocal heroes and local history -- Additional learning activities -- Conclusion -- 7. Multimodal Literacies: New Approaches and Traditional Concerns in the Suburban Classroom -- Introduction -- Responding to change -- Drawing on research -- Designing pedagogies for engaged student literacy learning -- Deepening knowledge of the multimodality of texts -- Conclusion -- 8. What Could Socially-just Literacy Instruction Look Like? -- Introduction -- Two key concepts: Recognitive and redistributive justice -- Social justice in Australian schools -- Thinking about social justice in one school context.

Machine converted from AACR2 source record.