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![Page 1: Collaboration as Action Research: The Development of Genre-Based Literacy Programs Keynote for ALL Professional Development Day ANU June 2010 David Rose.](https://reader036.fdocuments.net/reader036/viewer/2022062516/56649e255503460f94b14c50/html5/thumbnails/1.jpg)
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
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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
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‘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
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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
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Generation 1: writing in the primary school
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Teaching-learning cycle (from Rothery 1994)
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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
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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
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The reading and writing task
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Complexity of the language task
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Integrated approach
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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
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Theoretical foundations
Reading to Learn
Social learning theory
- Vygotsky
Pedagogic discourse- Bernstein
Educational linguistics
- Halliday & Martin
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Pedagogic genre
pedagogic relations: success/failure,
inclusion/exclusion
pedagogic activities: doing/ studying
pedagogic modalities:
spoken, written visual, manual
projecting
instructional field:knowledge & skills
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Pedagogic activity: scaffolding learning cycles
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Curriculum programs
Lesson activities
Classroom interactions
Scales of activity
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Scaffolding lesson cycles: degrees of support
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Providing three levels of support in lectures:Level 1 Course programming
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Level 2 Lecture activities
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Level 3 Teacher-student interactions
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1 Curriculum unit
from Core Science 1
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2 Lesson unit
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3 Detailed Reading
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Rewriting from Notes
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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)
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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