- Chapter
Chapter 5: Learning to be ‘literate’: exploring contexts, complexities and possibilities for teaching about text
pp. 100-123- Add bookmark
- Cite
- Share
Summary
This chapter explores some of the possibilities and complexities of recognising the important communicative repertoires and resources that learners bring to the classroom, while supporting them to develop expertise in the literate practices that are embedded within schooling and other contexts. It provides an understanding of some of the perspectives, ideas and factors that may impact upon literacies learning, and that allow teachers to engage meaningfully with different options for literacies instruction and make informed decisions about their own teaching approaches. It is important to remember that there is no one way to think about literacies education and that different contexts may foreground different approaches (Freebody, 2007; Luke, 2000). In considering some of the possibilities and complexities of literacies learning, this chapter also refers to some of the related theories and approaches. This discussion is also intended to be read in connection with the other chapters of the book, which provide ideas about potential ways to implement different approaches to classroom instruction.
Keywords
- English
- literacies
- primary
- Australia
- teaching
- education
- literate
- contexts
- complexities
- possibilities
About the book
- Chapter DOI https://doi.org/10.1017/9781009154048.006
- Book DOI https://doi.org/10.1017/9781009154048
- Subjects Education,Education policy, strategy and reform,Teacher training and professional development
- Format: Paperback
- Publication date: 20 October 2022
- ISBN: 9781009154031
- Format: Digital
- Publication date: 02 March 2022
- ISBN: 9781009154048
- Find out more details about this book
Access options
Review the options below to login to check your access.
Personal login
Log in with your Cambridge Higher Education account to check access.
Purchase options
If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.