Digital technologies and inclusive literacy practices
Files
(Published version)
Date
2021
Authors
Fenwick, L.
Comber, B.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Literacy Learning: The Middle Years, 2021; 29(1):7-12
Statement of Responsibility
Conference Name
Abstract
Supporting students from diverse linguistic and cultural backgrounds to develop literacy practices and understandings remains an urgent goal of Australian educators and school systems. Since the 1970s, there has been awareness that schooling tends to reproduce the inequalities that exist within society. Students from poverty and/or ethnic minority communities encounter barriers within school systems and classrooms that limit their opportunities to learn and to reach their full potential. While the tendency for schooling to reproduce inequality has been known for decades and is well documented, strategies for disrupting such negative reproduction continue to be discussed and debated. In this article, we suggest that one way forward is to avoid dichotomies and to bring together understandings and practices that can result in rich learning experiences. Through one unit of work, we demonstrate how teachers can build on the linguistic and cultural resources of students, while also apprenticing them into the academic literacies of schooling and developing critical thinking about the social purposes of texts.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2021 Australian Literacy Educators' Association
Access Condition Notes: Accepted manuscript available open access