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Robyn Henderson - One of the best experts on this subject based on the ideXlab platform.

  • Planning for Literacy Learning
    2012
    Co-Authors: Robyn Henderson, Beryl Exley
    Abstract:

    Effective planning is an important part of meeting the Learning needs of students in middle years classrooms. Yet this is a task with inherent complexity. It requires teachers to juggle the demands of curriculum, pedagogy and assessment, while considering short and long term goals and objectives, the diverse needs of students and relevant contextual factors. Additionally, teachers with a contemporary philosophy of middle years education often come together to cooperatively plan and teach a major project. This adds another layer of complexity as decisions have to be made about how to work collaboratively as a team. Because all teachers, regardless of their specialist teaching area, are teachers of Literacy, expertise in planning for content Learning as well as Literacy Learning is essential.

  • Reflecting on Literacy Learning and Teaching
    2010
    Co-Authors: Robyn Henderson
    Abstract:

    Although we did not set out to have a theme for this issue of Literacy Learning: the Middle Years, I find it fascinating that there seem to be synergies amongst the articles and also a resonance with my Literacy tasks of recent weeks. During the past week or so, I have been involved in a range of Literacy education activities across the areas of research, teaching and service. In research, my work with co-editor Annette has been around balanced approaches to Literacy instruction, the four resources model (Freebody & Luke, 2003; Luke & Freebody, 1999), and notions of teaching quality. In teaching, the summer semester has just commenced and my masters' students are reflecting critically on their practices as Literacy educators. And, in service, I have been marking the assessment tasks of teachers who have engaged in action research projects as part of their professional development. The common theme that is evident is reflection: reflecting in action and on action (Schon, 1983). Teacher reflection is recognised as an important aspect of teaching and of the professional activities of teachers, including Literacy teachers. The STELLA (Standards for Teachers of English Language and Literacy in Australia) Framework (AATE, ALEA, DET Victoria, & Ed. Dept WA, 2002) highlights that 'Teachers continue to learn' (Standard statement 3.2) and identifies reflection as an important activity. Similarly, the Professional standards for Queensland teachers (Queensland College of Teachers, 2006), as but one example of teacher standards required for teacher registration, identify reflective practice as an essential dimension of becoming a teacher. In thinking about reflection and what it involves, I like the frame suggested by Macfarlane, Noble, Kilderry and Nolan (2005). They argue that it is important to be able to confront and deconstruct practice, to theorise how and why particular things happen, and to be able to think otherwise--'to challenge oneself' to think about 'better ways of thinking about and practising teaching' (p. 16). And certainly in my week's activities, there seemed to be plenty of evidence that successful teachers reflect on their practice and challenge themselves to make a difference to the Literacy Learning of the students they teach. It is this theme that also seems to permeate the articles of this issue of Literacy Learning: the Middle Years. In the first article, Not always as it first seems: Thoughts on reading a 3D multimodal text, Paul D. Chandler describes a multimedia text that is available on the Kahootz website. He analyses the short text, identifing the range of meanings that the narrative offers. He also reflects on the necessity for teachers to become visually, and indeed multimodally, literate and to continue Learning as new types of texts become available. Teresa Kasprzak's article, Using explicit teaching in a Year 8 integrated unit, tells the story of classroom-based professional development activities. With support from her colleagues, Teresa reflected on her classroom practices, considered possibilities for change, then actioned and monitored changes to her teaching, and recorded the effects on her students. Her article shares some of the resources that were developed as well as her reflections on how she attempted to incorporate newly learned ideas into her teaching. In Home language: A stigma or a vehicle to Literacy?, Changying Liu reports on his observations and discussions with students who speak languages other than English. In reporting two case studies, he challenges educators to rethink their often taken-for-granted understandings about children's efforts to learn English at school and to learn more about children's use of languages at home and how this might inform school practice. Kylie Meyer's article, 'Diving into reading'. Revisiting Reciprocal Teaching in the middle years, focuses on the use of reciprocal reading and student-generated questioning as strategies for middle years' students. …

  • The early intervention solution: Enabling or constraining Literacy Learning:
    Journal of Early Childhood Literacy, 2008
    Co-Authors: Annette Woods, Robyn Henderson
    Abstract:

    Current policy, media and curriculum initiatives across Western nations are drawing Literacy and Literacy pedagogy toward enticingly simplistic understandings of Literacy as commodity. Increasingly they focus on 'fixing' perceived Literacy problems by assuming the primacy of early years Literacy and 'top-up' intervention programs. In the wash-up of these narrow policies failing in their primary mission, it is important that Literacy researchers and educators consider expanding notions of Literacy rather than returning to 'old' solutions for new issues. This paper revisits a prior critique of Reading Recovery as a solution to failure to learn school-based Literacy. Using data collected as part a larger study into constructions of Literacy failure, we analyse the shifting 'ways to be a reader' required of one student during a Reading Recovery lesson. We argue that the competence required to negotiate various Literacy Learning contexts across one morning of Learning adds to the complexity of school-based Literacy Learning as much as it might provide support.

Lisa Kervin - One of the best experts on this subject based on the ideXlab platform.

  • powerful and playful Literacy Learning with digital technologies
    The Australian Journal of Language and Literacy, 2016
    Co-Authors: Lisa Kervin
    Abstract:

    The increased availability of tablet technologies in many homes and early childhood educational settings has transformed play-time and the subsequent opportunities that emerge for Literacy Learning. What children do with the digital applications (apps) on these technologies demands our attention, particularly as we consider the ever-increasing market of apps marketed to enhance the basic Literacy skills. While there are varying degrees of quality amongst available apps, some apps have potential to foster children's play and language development in unexpected and interesting ways. As educators, we need to acknowledge the role 'digital play' can play in our pedagogical interactions and the possibilities these offer for Literacy Learning. To do this, we need to examine ways that children engage with technology as they learn to read, write, listen, and communicate. This paper argues children's digital play offers teachers new opportunities to support, inform, reform, or transform the Literacy with experiences we encourage children to participate.

Michelle M. Neumann - One of the best experts on this subject based on the ideXlab platform.

  • Social Robots and Young Children’s Early Language and Literacy Learning
    Early Childhood Education Journal, 2019
    Co-Authors: Michelle M. Neumann
    Abstract:

    Due to recent advances in technology, social robots are emerging as educational tools with the potential to enhance early language and Literacy skills in young children. Social robots are defined as machines that can socially interact and communicate intelligently with humans. A review of the literature was conducted to explore current knowledge on social robots and early language and Literacy Learning in typically developing children (0 to 8 years old). The database search terms were “social robots” AND (Literacy OR language) AND “education”. Twelve databases were searched and 13 studies met the search criteria. Five key themes were identified: A theoretical framework for Learning with social robots; Child engagement with social robots; Social robots and language and Literacy activities; Social robots and language and Literacy Learning; and Characteristics of social robots for education. Few studies were found that specifically addressed social robots and early Literacy Learning. Although social robots were found to support early language Learning, further research is needed to investigate social robots and early Literacy Learning in young children.

  • Multisensory Methods for Early Literacy Learning
    2012
    Co-Authors: Michelle M. Neumann, Merv B. Hyde, David L. Neumann, Michelle Hood, Ruth M. Ford
    Abstract:

    The simultaneous stimulation of two or more of the sensory receptors is termed multisensory. Visual, auditory, kinaesthetic and tactile information converges in the brain to be integrated so that an object may be efficiently and accurately perceived. This integration can also play an important role in the Learning of new skills. The purpose of this chapter is to review multisensory processing and the use of multisensory methods to enhance early Literacy skills in normally developing preschool aged children. Although little empirical research exists on the efficacy of multisensory instruction in early Literacy skill acquisition, the few existing studies have been conducted in ecologically valid settings and provide valuable insights into how these strategies may be used to benefit young children's early Literacy development. A key component of these strategies may be their incorporation of both a tactile and kinaesthetic component (e.g., tracing and manipulating letters with fingers) in addition to the traditional visual and auditory only methods (e.g., instructor presents a printed letter and says the letter name and/or sound). The application of these multisensory methods in preschool and home settings will be highlighted. The recommendation is made that teachers and parents use multisensory strategies to help scaffold early Literacy Learning. However, further carefully controlled studies are critical to determine the exact benefits of multisensory processes and instruction in early Literacy Learning.

Rosie Kerin - One of the best experts on this subject based on the ideXlab platform.

Penny Oldfather - One of the best experts on this subject based on the ideXlab platform.