This Key Stage Two and Three teaching resource is premised on the concept that how we read is as important as what we read. Young people today live in a world where they are bombarded by print and non-print texts, all of which implicitly or explicitly present perspectives on race, gender, class, as well as many social, political and economic issues. This resource draws on Freebody and Luke’s Four Resources Model (1990) to teach children and young people not to uncritically conform in their personal lives, but at a societal level as well. These skills and dispositions are what literacy scholar and educator Allan Luke (2009) refers to as ‘a new basic’ for navigating our text and media-saturated world.
Impressions, improvisations and compositions: reframing children’s text production in social…
UKLA / Wiley-Blackwell Research in Literacy Education Award Winner – Literacy 2010. This paper draws from a current research project that is exploring three pre-teenage children’s text production in social networking sites.
Children’s inference generation across different media
UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2009. This paper investigated the degree to which children’s inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary.
Taking as its starting point a selection of surveys and policy documents before moving to consider views from theorists, writers and young readers, this article seeks to stimulate debate about why reading literature as part of the curriculum still matters.