Chapter 5: Authentic Literacy Pedagogy


5.1 Authentic Literacy Pedagogy: An Overview

5.2 The Content Focus of Authentic Literacy Pedagogy

5.3 The Organization of the Authentic Literacy Curriculum

5.4 Critical Views of Authentic Literacy Pedagogy

Supporting Material

Dimension 1: The Contents of Literacy Knowledge—Authentic Meanings

Montessori on Handwriting

Graves on Handwriting

Parry and Hornsby on Conference Writing

Dwyer on Process-Conference Writing

Walshe on Individualised Reading and Writing

Dewey on Progressive Education

Dimension 2: The Organisation of Literacy Curriculum—Process Pedagogy and Natural Language Growth

Montessori on Free, Natural Education

Montessori on Grammar

Debra Goodman’s Class

Goodman on Whole Language

Graves on the Craft of Writing

Dimension 3: Learners Doing Literacy—Active Learning and Experiential Immersion

Goodman on the Construction of Meaning in Reading

Graves on Testing Reading and Writing

Hayes and Bahruth on Reading to Write

Walshe on The Role of the Teacher

Boomer and Davis on Co-operative Writing

Blackburn and Powell on Individualised Instruction

Delpit on Power and Pedagogy

Kalantzis and Cope, Debating Authentic Pedagogy

From Theory to Practice

Learning Modules

#edtech Literacies Applications

Further Reading

Previous || Next