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Teachers, policies and practices: A historical review of literacy teaching in Australia
December 31, 1969
This article uses a historical lens to illuminate literacy teaching as it is constructed in two recent reports, Teaching Reading and In Teachers' Hands. In surveying these texts alongside 19th-century sources, we show that an autonomous view of literacy has always held sway, along with a primary focus on reading. Parents' influence over literacy instruction has been eroded since the mid-19th century and the state has increasingly been implicated in constructing literacy teaching and defining the role of the teacher. What stands out, however, are the ways in which contemporary reports decontextualize literacy teaching, downplaying students' social locations and failing to recognize the infrastructure of mass compulsory schooling. In contrast to the 19th century when students' social class and irregular attendance were seen to mediate literacy achievement, `teacher quality' is all that counts in recent reports. Our historical perspective, therefore, not only highlights present concerns but also exposes some of the silences in these reports.
Putting words in their mouths: The role of teaching assistants and the spectre of scripted pedagogy
December 31, 1969
National governments in Britain have consistently promised that, while they would legislate for a curriculum, it would not tell teachers how to teach. Our article suggests, however, that this policy is compromised with the current programme to `remodel the workforce' and augment the role of the classroom or teaching assistant. It does this in three ways. First, it examines the likelihood that what a teacher is may subtly change and overlap with the TA's new role. Second, it argues that despite what the government says, TAs will have little professional authority to question centrally determined initiatives regarding methods and approaches to teaching. And third, it takes a detailed and critical look at recommendations for teaching and learning contained within the government's publication Additional Literacy Support . This national programme for seven-year-old pupils comes complete with `Example Scripts' that are said to model `a perfect lesson' for TAs to imitate. We reflect upon these scripted lessons in detail, suggest that their view of perfection is at best contentious and conclude with the possibility that TAs may increasingly come to serve as a conduit for a centrally contrived pedagogy.
‘Third spaces’ are interesting places: Applying ‘third space theory’ to nursery-aged children’s constructions of themselves as readers
December 31, 1969
Based on Moje et al.'s (2004) conceptions of `third space theory', this article describes how five nursery-aged children created a `third space' between home and school, in order to find continuity between home and school constructions of reading. This article describes how the children used various aspects of their home experiences, such as popular culture, television texts, computer technology and play to integrate the reading experiences of the home with that of the primary school curriculum. Yet this article also warns that many of these children's own sophisticated and valuable constructions could be at risk of disruption by the demands of the primary school curriculum, even from the time of entry into the Nursery year. It is therefore argued that educators within the Foundation Stage must find ways to accommodate and utilize children's own constructions of reading in order to build confidence and initiate success in a modern generation of young readers.
Impacts of television viewing on young children’s literacy development in the USA: A review of the literature
December 31, 1969
Television viewing plays an important role in the lives of many young children and has received a great deal of attention in the public as well as in research. This review examined research on television and literacy development in early childhood, including studies of messages about literacy in children's programs as well as the impact of specific programs on young viewers' literacy development. Results indicate: (1) moderate amounts of television viewing were found to be beneficial for reading; (2) the content of programs viewed by children matters; (3) programs that aim to promote literacy in young children have been found to positively impact specific early literacy skills; and finally, (4) there are limitations to the existing literature. Suggestions for addressing these limitations were included, and future studies should focus on methodological, theoretical, and measurement issues in this area, in addition to exploring a wider variety of programs watched by young viewers.
Book review: Susan Hill, Developing Early Literacy Assessment and Teaching. Australia: Eleanor Curtain, 2006. 414 pp. ISBN 1–74148–253–4 AUS$69.95
December 31, 1969
Book review: Michael Armstrong, Children Writing Stories. Berkshire and New York: Open University Press, 2006. 192 pp. ISBN 0–335–21976–4 (pbk)
December 31, 1969
Book review: Katharine Davies Samway When English Language Learners Write: Connecting Research to Practice, K-8. Portsmouth, NH: Heinemann, 2006, 208 pp. (includes bibliographical references and index). ISBN 0–325–00633–4 (pbk) US$23.00
December 31, 1969
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