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).
In this edition, The Reading Challenge: A perspective on PIRLS, a spotlight on our Ambassador for Australia Paul Gardner, Desert Island Books by Geraldine Magennis and obituaries for Brenda Eastwood and Liz Grugeon.
In this edition: An update on the UKLA Book Awards, using drama to re-engage children in writing, Desert Island Books, our International Ambassador in Iceland, and obituaries of James Berry OBE and Brian Street.
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.
In the summer 2017 edition of the Association newsletter: pop-up books, the Bristol Primary School Book Project and using images in the classroom.
In this popular series, the published Book for Keeps review of A Story Like the Wind is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.
Under the Freedom of Information Act, Margaret Clark has discovered the costs for the phonics test and the phonics ‘catalogue’ offer to schools. Download her articles ‘Whose knowledge counts in Government literacy policies and at what cost?’ from Education Journal 186 and ‘The impact of an IMPACT pamphlet: on decoding synthetic phonics’ from Education Journal 188 below, as well and the IMPACT pamphlet on decoding synthetic phonics by Andrew Davis. Our thanks to Demitri Coryton for permission to publish these.
The unique UKLA Book Awards are the only awards judged entirely by teachers. Discover the 2017 winners here.
In this popular series, the published Book for Keeps review of Trouble Next Door is combined with a summary of the key themes in the book, some teaching ideas, and connections to other stories that teachers may find useful.
In a project designed for inclusion, illustrators Mark Long and Mark Oliver worked with a Year 5 class on an extended project where each child produced their own illustrated book. Children with additional educational needs and children in the early stages of learning English were able to access the work and proudly create their own picturebooks.
Thanks to The English Association for allowing UKLA to reproduce the article.
