DEC Scan Journal : February 2013
Volume 32, February 2013 26 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews References and further reading Christie, F & Derewianka, B 2008, School discourse, London, Continuum. Coffin, C 2006 Historical discourse: the language of time, cause, and evaluation, London, Continuum. Fischer, R 2001, A history of writing, Reaktion Books. Freebody, P, Barton, G & Chan, E (forthcoming/2013), ‘Literacy education: about being in the world’, to appear in C Leung & BV Street (eds.) The handbook of English language studies, London, Routledge. Freebody, P, Chan, E, & Barton, G (forthcoming/2013), ‘Curriculum as literate practice: language and knowledge in the classroom’, to appear in K Hall, T Cremin, B Comber & L Moll (eds.) International handbook of research in children’s literacy, learning and culture, Oxford, Wiley-Blackwell. Graham, S & Herbet, MA 2010, Writing to read: evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report, Alliance for Excellence Education, Washington, DC. MacDonald, SP 1994, Professional academic writing in the humanities and social sciences, Carbondale, Ill., SIUP. Shanahan, T & Shanahan, C 2008, ‘Teaching disciplinary literacy to adolescents: rethinking content-area literacy’, Harvard Educational Review, 78, pp.40–59. Writing across the secondary curriculum, National literacy and Numeracy Week 2012, Commonwealth of Australia. The disproportionate concentration of literacy research on students in the earlier grades, and the assumptions (i) that generic literacy skills are built before Year 5 and (ii) that these are enough to carry a student through the reading and writing demands of the subsequent years, can distract us from what it is about reading and writing that actually matters to students in the later school years. Students face challenges when they encounter curriculum knowledge and the specific ways in which literacy is put to work in the different curriculum domains – that is, every 50 minutes or so, of every school day. So informative research, effective teaching, and rich, ecologically valid assessment would require close collaborations among researchers and teachers across different curriculum specialisations, a thing neither schools nor universities are currently well- designed to support. In the long term, this may mean reorganising work structures and work flows in jurisdictions’ support units, universities, and schools. A timeless fable for children and adults of all ages. Raven’s story is guaranteed to win you over. Raven’s story is guaranteed to win you over. Read a free sample chapter Free teachers’ resources There’s so much more at randomhouse.com.au/teachers Students face challenges when they encounter curriculum knowledge and the specific ways in which literacy is put to work in the different curriculum domains.