collaboration as action research: the development of genre-based literacy programs
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Collaboration as Action Research: The Development of Genre-Based Literacy Programs Keynote for ALL Professional Development Day ANU June 2010 David Rose Linguistics & Education, University of Sydney. Indigenous tertiary students. - PowerPoint PPT PresentationTRANSCRIPT
Collaboration as Action Research: The Development of Genre-Based
Literacy Programs
Keynote for ALL Professional Development Day ANU June 2010
David RoseLinguistics & Education, University of Sydney
Indigenous tertiary students
Writing assessed using text analysis, with 11 criteria (0-9 for each criterion)
Average gain 30 points = junior secondary to matriculation/Yr 1
‘Closing the gap’2008 NSW results: top and bottom student cohorts
averaged across all classes, Years K-9
growth = 21%(B to A)
growth = 74%(E to C)
gap = 83% gap = 47%
E
C
B
A
Generations of genre based pedagogies
1980s writing in the primary schoolWriting Project
1990s writing across the secondary curriculum
Write it Right
2000s reading across the curriculum
Reading to Learn
Generation 1: writing in the primary school
Teaching-learning cycle (from Rothery 1994)
significant life events – autobiographical recount
stages in a life – biographical recount
stages in history
informing
recounting - historical recount
explaining - historical account
historiesstaged in time
one type of thing – descriptive
different types of things - classifying
parts of wholes - compositional
reportsdescribing things
sequence of events – sequential
multiple causes for one outcome – factorial
multiple outcomes from one cause – consequential
multiple outcomes from one cause - conditional
explanationscauses & effects
evaluating evaluating a text or product – review
interpreting message – interpretation
challenging message – critical response
text responsesappreciating
critiquing an academic text – critical review
interpreting multiple texts – literature review
literary
academic
single text
multiple
supporting one point of view – exposition
discussing two or more points of view - discussion
argumentspersuading
hortatory
analytical
simple
complex
how to do an activity - procedure
what to do and not to do – protocol
prospectiveproposing
procedural
simple
complex
rules/regulations
laws/legislation
strategic plan
educational activity – experiment/observation report
industrial activity – technical note
academic activity – research article
institutional activity – case study
retrospectiverecounting
conditional
technical
commerciallegalmedicalsocial
Working with Discourse
Chapter 1 Interpreting social discourse
Chapter 2 APPRAISAL - negotiating attitudes
Chapter 3 IDEATION - construing experience
Chapter 4 CONJUNCTION - connecting events
Chapter 5 IDENTIFICATION – tracking participants
Chapter 6 PERIODICITY – information flow
Chapter 7 NEGOTIATION - interacting in dialogue
The reading and writing task
Complexity of the language task
Integrated approach
Generations of scaffolding reading pedagogies
1980s reading stories in early primary
Reading Recovery
1990s reading stories in middle/upper primaryAccelerated Literacy
2000s reading across the curriculum
Reading to Learn
Theoretical foundations
Reading to Learn
Social learning theory
- Vygotsky
Pedagogic discourse- Bernstein
Educational linguistics
- Halliday & Martin
Pedagogic genre
pedagogic relations: success/failure,
inclusion/exclusion
pedagogic activities: doing/ studying
pedagogic modalities:
spoken, written visual, manual
projecting
instructional field:knowledge & skills
Pedagogic activity: scaffolding learning cycles
Curriculum programs
Lesson activities
Classroom interactions
Scales of activity
Scaffolding lesson cycles: degrees of support
Providing three levels of support in lectures:Level 1 Course programming
Level 2 Lecture activities
Level 3 Teacher-student interactions
1 Curriculum unit
from Core Science 1
2 Lesson unit
3 Detailed Reading
Rewriting from Notes
References
Most of these papers and reports can be downloaded at www.readingtolearn.com.au
Carbines, R., Wyatt, T. & Robb, L. 2005. Evaluation of the Years 7-10 English Aboriginal Support Pilot Project, Final Report. Sydney: Office of the NSW Board of Studies http://ab-ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project
Christie, F. (1993) Curriculum Genres: planning for effective teaching. In Cope, B. & Kalantzis, M. (eds.) The Powers of Literacy: a genre approach to teaching writing. London: Falmer, 154-78
Culican, S. (2006) Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research Project, Final Report 2003-4. Catholic Education Office: Melbourne. http://www.cecv.melb.catholic.edu.au/Research and Seminar Papers
Koop, C. and Rose, D. (2008) Reading to Learn in Murdi Paaki: changing outcomes for Indigenous students. Literacy Learning: the Middle Years 16:1. 41-6
McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J., Woods, D. and Zbar, V. (2000). What has Worked, and Will Again: the IESIP Strategic Results Projects. Canberra: Australian Curriculum Studies Association, 24-26 www.acsa.edu.au (current 2009)
Martin, J.R. (2006). Metadiscourse: Designing Interaction in Genre-based Literacy Programs, in R. Whittaker, M. O'Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum, 95-122.
Martin, J.R. & Rose, D. (2005). Designing literacy pedagogy: scaffolding asymmetries. In R. Hasan, C.M.I.M. Matthiessen and J. Webster (eds.) Continuing Discourse on Language. London: Equinox, 251-280
Martin, J.R. & Rose, D. (2007a). Working with Discourse: meaning beyond the clause. London: Continuum (1st edition 2003)Martin, J. R. & Rose, D. (2007b). Interacting with Text: the Role of Dialogue in Learning to Read and Write, Foreign
Languages in China. 4 (5): 66-80Martin, J.R. & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox Rose, D. (1999) ‘Culture, Competence and Schooling: Approaches to Literacy Teaching in Indigenous School Education’, in F.
Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes. London: Cassell. pp217- 245Rose, D. (2004). Sequencing and Pacing of the Hidden Curriculum: how Indigenous children are left out of the chain. In J.
Muller, A. Morais & B. Davies (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, 91-107Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37:127-
164 www.ukzn.ac.za/joe/joe_issues.htm (current 2009)
Rose, D. (2006a). Scaffolding the English curriculum for Indigenous secondary students: Final Report for NSW 7-10 English Syllabus, Aboriginal Support Pilot Project. Sydney: Office of the Board of Studies http://ab-ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project
Rose, D. (2006b) Literacy and equality. A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. University of Sydney 2006, 188-203 http://www.proflearn.edsw.usyd.edu.au/resources/2006_papers.shtml
Rose, D. (2006c). Reading genre: a new wave of analysis. Linguistics and the Human Sciences 2(2),185–204Rose, D. (2007). A reading based model of schooling. Pesquisas em Discurso Pedagógico, 4: 2, 2007
http://www.maxwell.lambda.ele.puc-rio.br Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. Myhill, D., D. Beard, M.
Nystrand & J. Riley Handbook of Writing Development. London: Sage, 2008, 151-166Rose, D. and Acevedo, C. (2006) ‘Closing the Gap and Accelerating Learning in the Middle Years of Schooling’, Australian
Journal of Language and Literacy. 14(2): 32-45 www.alea.edu.au/llmy0606.htmRose, D., Gray, B. & Cowey, W. (1999). Scaffolding Reading and Writing for Indigenous Children in School. In P. Wignell (ed.)
Double Power: English literacy and Indigenous education. Melbourne: National Language & Literacy Institute of Australia (NLLIA), 23-60
Rose, D., Lui-Chivizhe, L., McKnight, A. and Smith, A. (2004) ‘Scaffolding Academic Reading and Writing at the Koori Centre’ Australian Journal of Indigenous Education, 30th Anniversary Edition, 41-9 www.atsis.uq.edu.au/ajie,
Rose, D., Rose, M., Farrington, S and Page, S. (2008) Scaffolding Literacy for Indigenous Health Sciences Students. Journal of English for Academic Purposes 7 (3), 166-180