This study examines the relationship between types and sequences of self‐regulated reading activities in task‐oriented reading with quality of task achievement of 51 low‐achieving adolescents (Grade 8).
This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’.
The Award is given annually for papers published in each of UKLA’s journals - Literacy and Journal of Research in Reading (JRR) - judged to be exemplary in terms of criteria applied in both journals. Literacy and JRR are peer-reviewed journals with international reputations for excellence. The panel chair is Professor Jackie Marsh.
UKLA congratulates all the shortlisted authors.
Developing a Culturally Inclusive Curriculum by Jane Bednall, Sharon Fell and Niv Culora
This UKLA online professional development resource is designed to support schools in developing a culturally inclusive curriculum.
The materials aim to:
In developing a culturally inclusive curriculum, nobody is expected to be the expert. Teachers, trainees, pupils and communities can draw on one another’s experience and expertise and create a curriculum that represents everyone’s stories, rather than just the story of the dominant few. By opening up thinking and moving away from a Eurocentric curriculum, teachers can explore intercultural perspectives with pupils, developing young people’s active interest in the world and their relationships to it.
UKLA is grateful to the London Borough of Newham and Mishti Chatterji of Mantra Lingua Press for permission to reproduce parts of the book Developing a Culturally Inclusive Curriculum (2008).
Making a Difference by Making it Different: How researchers and educators can create kinder literacy interventions.
Sue Ellis (Harold Rosen Memorial Lecture)
We know that social class and gender are strongly associated with how easily and how well children learn to read. Despite this, many education policies frame literacy as a cognitive endeavour and suggest cognitive, content-based curricular interventions to address the attainment gap. Such approaches often ignore children’s social/cultural capital and identity in ways that risk literacy teaching appearing alien and unkind.