Literacy for the future
نویسندگان
چکیده
In this paper we discuss how literacy has been positioned within the senior secondary curriculum and how different views of literacy are situated in the curriculum through disciplinary and institutional practices. We discuss a research project where we have drawn on three definitions of literacy – a print-oriented, language oriented or semiotic view – to conduct an linguistic analysis of syllabus documents and teachers’ assignments as well as utilising interview and teacher action research as data. We conclude by considering how literacy might be constituted within a senior secondary curriculu m that is responsive to the literacy demands of these times.
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