ERIC Number: ED444139
Record Type: Non-Journal
Publication Date: 1998-Jul-7
Reference Count: N/A
Literacies, Contingent Repertoires and School Success.
This paper explores some ongoing dilemmas facing literacy educators, employing a combination of fictional accounts and summaries of actual instances during literacy lessons. Noting that the Commonwealth of Australia's recent policy/monograph is entitled "Literacy for All: The Challenge for Australian Schools," the paper points out that there are perennial questions relating to how different children acquire differential literacies from their experiences of schooling and how schooling and assessment practices might be reformed to offer equitable literacy outcomes. The paper first re-examines some pervasive and dangerous myths about who the "all" (as in "Literacy for All") are and how the "all" already include divided populations. Second, it turns to how institutions confer credits (or otherwise) on different children differently for what they bring to school. Third, the paper argues that in these times it is absolutely necessary that the literacies made available to young people in schools are multiple, inclusive, critical, sophisticated, and pleasurable. It suggests that schooling is and should be about more than just literacy in any narrow sense of the concept. The paper concludes with six questions to think about regarding literacy practices. (Contains 29 references.) (NKA)
Descriptors: Diversity (Student), Educational Change, Elementary Education, Foreign Countries, Literacy, Naturalistic Observation, Reading Instruction, School Culture, Writing Instruction
For full text: http://www.schools.ash.org.au/litweb/barb3.html.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia