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Literacy in Australia: Pedagogies for Engagement, 2nd Edition

Literacy in Australia: Pedagogies for Engagement, 2nd Edition

Amy Seely Flint, Lisbeth Kitson, Kaye Lowe, Kylie Shaw, Mark Vicars, Susan Feez, Sally Humphrey

ISBN: 978-0-730-32832-2

Nov 2016

240 pages

Select type: E-Book

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With Australian students’ literacy skills under scrutiny, universities are under pressure to produce teaching graduates that are up to the task of educating the next generation. From an all-star team of local and international ICT-learning-and-teaching experts, this second edition of Literacy in Australia is designed to equip students for the reality of today’s classroom. Infused with our authors’ personal experience teaching in primary schools and universities, Literacy in Australia 2e is delivered as a WileyPLUS Learning Space interactive textbook – offering an engaging and immersive learning experience and preparing students to teach in a digital environment.

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About the adapting authors viii

Chapter 1 Examining literacy in the twenty?-first century 1

1.1 Mind the gap: Literacy practices in school and outside of school 5

1.2 Perspectives on what it means to be literate 7

1.3 Models of schooling that affect literacy development 9

1.4 Six guiding principles for teaching reading and writing in the twenty?-first century 16

1.5 The Australian Curriculum 25

1.6 Creating a vision for effective literacy instruction 27

Summary 28

Key terms 28

From theory to practice 29

References 29

Children’s literature references 31

Acknowledgements 31

Chapter 2 Talking to learn in and out of the classroom 32

2.1 Spoken language development 35

2.2 Spoken language use and language variation 40

2.3 Language and literacy in the curriculum: Implications for teaching literacy 52

2.4 Learning language 55

2.5 Learning about language 59

Summary 67

Key terms 67

From theory to practice 68

References 68

Children’s literature references 70

Acknowledgements 71

Chapter 3 Getting to know students: Developing culturally relevant practices for reading and writing 72

3.1 Examining cultural diversity in classroom settings 75

3.2 Teaching from a culturally relevant perspective 81

3.3 Supporting linguistically diverse learners in reading and writing 81

3.4 Using early assessment to know your students 91

3.5 Kid?-watching 91

3.6 Attitudes and interest in reading and writing 94

Summary 98

Key terms 98

From theory to practice 98

References 99

Children’s literature references 99

Acknowledgements 100

Chapter 4 Theories of literacy development 101

4.1 What does theory have to do with curriculum building? 105

4.2 Four classroom portraits and four theories of literacy development 106

4.3 Looking across the four reading models 128

Summary 130

Key terms 130

From theory to practice 131

References 131

Children’s literature references 132

Acknowledgements 132

Chapter 5 Literacy programs and approaches 133

5.1 Approaches to literacy education 136

5.2 Classroom approaches to literacy programs 144

5.3 Resourcing your classroom literacy program 148

5.4 Scaffolding for literacy 150

5.5 Reading and writing procedures within a scaffolding cycle 153

5.6 Structure of literacy instruction 163

5.7 Creating a literacy?-rich environment 165

Summary 169

Key terms 169

From theory to practice 170

References 170

Children’s literature references 173

Acknowledgements 173

Chapter 6 Entering into the literacy landscape: Emergent readers and writers 174

6.1 Historical beginnings of emergent literacy 177

6.2 Oral language learning: What it means for emergent reading and writing practices 182

6.3 Emergent writing 193

6.4 Literacy and technology in early literacy settings 200

6.5 Literacy events and practices: Promoting emergent reading and writing 202

Summary 211

Key terms 211

From theory to practice 211

References 212

Children’s literature references 215

Acknowledgements 215

Chapter 7 Beginning readers and writers 216

7.1 Guiding principles to promote beginning reading and writing 219

7.2 Exploring beginning reading through the four?-resource model 223

7.3 Literacy blocks for beginning readers 239

7.4 Connections to national achievement standards 256

Summary 259

Key terms 259

From theory to practice 260

References 260

Children’s literature references 261

Acknowledgements 262

Chapter 8 Intermediate and accomplished readers and writers 263

8.1 Needs and characteristics of students in middle to upper primary 266

8.2 Guiding principles for intermediate and accomplished readers and writers 267

8.3 What do we teach intermediate and accomplished readers and writers? 270

8.4 Key understandings about multimodal and digital texts 274

8.5 How do we teach intermediate and accomplished readers and writers? 276

8.6 The four?-resource model for intermediate and accomplished readers and writers 279

Summary 305

Key terms 305

From theory to practice 306

References 306

Children’s literature connections 309

Acknowledgements 310

Chapter 9 Effective assessment practices for reading and writing 311

9.1 Formative and summative assessments 314

9.2 Tests and assessments in schools 315

9.3 The cycle of reflection–assessment–instruction 321

9.4 Traditional and authentic assessment practices 323

9.5 Gathering information to use in assessing readers’ and writers’ growth in literacy development 337

9.6 Assessment practices align with code breaking, text meaning, text use and critical practices 338

Summary 348

Key terms 348

From theory to practice 348

References 349

Children’s literature references 349

Acknowledgements 350

Chapter 10 Literature in the classroom 351

10.1 What is literature? 354

10.2 Literature and context 361

10.3 Responding to literature 363

10.4 Goals for literature discussions 369

10.5 Examining literature for its features and language 374

10.6 Creating literary texts 378

Summary 382

Key terms 382

From theory to practice 382

References 383

Children’s literature references 384

Acknowledgements 385

Chapter 11 ICTs and reading to learn in the content areas 387

11.1 Reading to learn: The literacy demands in content areas 390

11.2 Technology and literacy 398

11.3 Integrating ICTs and literacy in the content areas 400

11.4 Using inquiry-based learning 405

11.5 Using texts to develop knowledge and literacy in the content areas 413

11.6 Teaching strategies for reading and writing in the content areas 420

11.7 Developing literate practices in the content areas: The four-resource model 423

Summary 430

Key terms 430

From theory to practice 430

References 431

Other references 433

Children’s literature connections 433

Acknowledgements 434

Chapter 12 Working with struggling readers and writers 435

12.1 Factors that contribute to struggling reading and writing 439

12.2 Identifying struggling readers and writer during literacy events 445

12.3 Instructional practices for struggling readers and writers 447

12.4 Supporting struggling readers through parent education 458

12.5 Teaching all children to lead literate lives in the twenty?-first century 462

Summary 464

Key terms 465

From theory to practice 465

References 465

Children’s literature references 468

Acknowledgements 469

Appendix 470

  • Literacy in Context: Modules based on learning objectives ask students to apply their understanding of teaching concepts to a real classroom scenario
  • Enhanced Learning: Designed to engage, this resource offers an immersive learning experience and prepares students to teach in a digital environment
  • Work Readiness: Practical content designed to prepare students for the contemporary classroom and get your teaching graduates job-ready
  • Accessible Content: The second edition provides practical, concise content delivered in digestible chunks to support students’ engagement and retention
  • Interactive Online Textbook: The WileyPLUS Learning Space interactive textbook is full of rich media, videos, animation and interactives embedded at the point of learning
  • Trusted Authorship: Know your students are getting the best content from a great team of international and Australian authors