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The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long‐established and has recently become more prominent under the title of oracy, often conceptualised as learning both to and through talk. Part of the renewed interest in oracy is due to its potential for driving social mobility and its role in developing cultural capital...
Incorporating climate change into literacy curriculum is an important goal globally, but one that has gone unmet in typical elementary classrooms. One reason may be a lack of preparation of teachers to select texts on this topic. This research involved preservice elementary literacy teachers in a children's literature course evaluating children's picture books on the environmental topic of energy...
Developments in technology have led to a rethinking of teaching delivery: instructors have found in digital devices an important way to attract students' attention. One of the many applications this technology could potentially have would be to encourage young learners to read through new multimedia products such as Web 2.0. In this article, I provide an account of teaching carried out at the University...
This qualitative study highlights how children's literature can serve as a springboard for discussing current events while making connections with a similar historical event. Undergraduate students enrolled in children's literature courses read the graphic novel Fever Year: The Killer Flu of 1918 and discussed the parallels between the book and the COVID‐19 pandemic. Findings indicate strong text‐to‐self...
Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co‐creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning‐making around literacy. The analysis is based on ethnographic fieldwork in two nursery schools, in which...
Interactive Fiction (IF)—a digital form of non‐linear narrative writing—requires readers to respond, to make choices that shape their reading experience. I argue that such choices can be put to use in the classroom, helping teachers to facilitate metalinguistic talk. In this article, I offer a clear conceptualisation of metalinguistic talk, drawing upon existing research to create a useful framework...
The preparation of student teachers to be effective teachers of writing requires attention to both their writing skills and their personal confidence. When teachers have confidence in themselves as writers and strong writer identities, they are likely to better placed to develop strong writer identities in their own students. It is suggested confidence and secure writer identity contribute to high...
Student engagement in the process of transduction concomitantly affords them with opportunities to develop and express their critical and creative thinking competences. Reconfiguring or remaking knowledge or meaning in modes other than those of the original sources of information requires affective, imaginative and cognitive activity by sign‐makers. In this article, I present examples of elementary...
In the face of the traumas of a global pandemic, it became pertinent for teacher training programmes and educators like me to be intentional about practices that foreground a pedagogy of care with a focus on wellness and healing, courageous conversations and what Price‐Dennis and Sealey‐Ruiz (2021) has described as critical love. What does it mean to be a justice‐oriented educator? How can we learn...
Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with...
Reading to Dogs (RTD) in schools, a form of animal‐assisted education (AAE), is growing in popularity and prevalence. RTD involves children reading to a registered dog with benefits to well‐being and reading outcomes thought to arise because of the unconditional positive regard and non‐critical listening bestowed on the child by the dog. Yet RTD research is underdeveloped, and the practice lacks a...
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