Research for and Within Literacy Instruction in Secondary Schools

Bibliographic Data

ID12008948
AuthorsAlister Cumming (University of Toronto, corresponding author)
Year2008
Volume38
Issue4
Pages401-416
Publication date2008-08-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCurriculum Inquiry (JOURNAL)
Journal identifiersISSN: 0362-6784 • E-ISSN: 1467-873X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1111/j.1467-873x.2008.00416.x
OpenAlexW2145021515
LanguageEN
Citations received2
References cited13

I review five books that have recently synthesized and/or presented new research to inform instruction for adolescents developing literacy in secondary schools. \nThe authors base their analyses on research into educational practices within school and community settings, rather than (as had been the case in decades past) deriving implications from scientific theories or academic disciplines. Each book demonstrates how literacy education entails inherent competitions between innovations and traditions, local and global concerns, as well as moral values and empirical issues. Collectively, the books suggest that: (a) effective literacy instruction is balanced, concerted, and comprehensive; (b) educators need to be cognizant as well as wary of policies for and functions of assessment; and (c) classroom interactions should be organized to respect, nurture, and promote students’ cultural diversity and personal identities

Literacy · Mathematics education · Pedagogy · Sociology · Discourse Analysis in Language Studies · Literacy, Media, and Education · Psychology · Writing and Handwriting Education

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