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ERIC Number: EJ1111678
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0155-2147
Conceptualising a Literacy Education Model for Junior Secondary Students: The Spatial and Reflective Practices of an Australian School
Barton, Georgina; McKay, Loraine
English in Australia, v51 n1 p37-45 2016
Evidence suggests that increasingly young adolescents are finishing school with poor literacy skills limiting their access to further education, training and employment. This has lifelong effects in terms of their economic participation and health and wellbeing. This paper examines the spatial practices of one school's approach to improving literacy outcomes for its Years 8 and 9 students, in order to increase positive pathways after school. It shows how staff at this school have begun to work collaboratively with each other and community members in trying to address the reading needs of their students. Using the conceptual frameworks of spatial theory and reflection the paper will share the conceived and perceived spatial practices of staff identified in interview data. We argue that when ongoing reflective practice occurs potential transformative or "third space", practices result; ensuring positive literacy learning outcomes for all students.
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A