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Shifting to more authentic language and literacy activity in the middle years

Komesaroff, Linda and Morrison, F. 2001, Shifting to more authentic language and literacy activity in the middle years, in Leading literate lives, Australian Association for the Teaching of English, Hobart, pp. 1-6.

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Title Shifting to more authentic language and literacy activity in the middle years
Author(s) Komesaroff, Linda
Morrison, F.
Conference name Australian Association for the Teaching of English and the Australian Literacy Educators' Association. Joint Conference (2001 : Hobart, Tas.)
Conference location Hobart, Tas.
Conference dates 12-15 July 2001
Title of proceedings Leading literate lives
Publication date 2001
Start page 1
End page 6
Publisher Australian Association for the Teaching of English
Place of publication Hobart
Summary This paper reports on the shifts in literacy teaching and learning that occurred at a Melbourne primary school, one of twelve schools that took part in a large research project undertaken by staff at Deakin University funded by the Victorian Department of Education, Training and Youth Affairs: Middle Years Literacy Research Project. The project focused on literacy teaching, learning, and assessment of students in the middle years of schooling. Through close collaboration between the researcher and teachers at the school, significant changes were made to the language and literacy program. These changes reflected current language theory and extended the school's focus on independent learning to the area of literacy. The development of more authentic ways of assessing student learning grew out of the work in the project as teachers sought assessment practices that were consistent with their philosophy of teaching and learning. With a focus on developing authentic literacy practices, teachers developed new ways of tracking and reporting student achievement.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category L2 Full written paper - non-refereed (minor conferences)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30015590

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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