{"product_id":"transition-and-continuity-in-school-literacy-development-9781350259744","title":"Transition and Continuity in School Literacy","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands.   The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy deve\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis volume makes an enormous contribution by theorizing, researching, and critiquing many assumptions we have about how students navigate the demands of transitioning from primary to secondary schools. Grounded in nuanced sociocultural conceptions of literacy, the authors analyze classroom observations, transcripts, student writing samples, and interviews with K-12 students and their teachers to provide new insights. * Meg Gebhard, Professor of Applied Linguistics, University of Massachusetts, Amherst, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations List of Contributors Acknowledgements Foreword, \u003ci\u003eDebra Myhill (University of Exeter, UK)\u003c\/i\u003e  \u003cb\u003ePart I: Theory, Curriculum and Practice in Transition\u003c\/b\u003e  1. Rethinking School Literacy Progressions, \u003ci\u003ePauline Jones (University of Wollongong, Australia) and Christine Edwards-Groves (Australian Catholic University, Australia)\u003c\/i\u003e  2. A Review of the Literature around Literacy Transition, \u003ci\u003eTrish Weekes (Literacy Works, Australia)\u003c\/i\u003e  3. Representing Writing Development: Research and Policy, \u003ci\u003eBeverly Derewianka (University of Wollongong, Australia)\u003c\/i\u003e  4. Chapter Transitions in School Literacy: Co-Opting Everyday Rationalities,\u003ci\u003e Bjorn Kindenberg (University of Stockholm, Sweden) and Peter Freebody (University of Wollongong, Australia)\u003c\/i\u003e  Summary of Part I, \u003ci\u003eJennifer Roswell (Brock University, Canada)\u003c\/i\u003e  \u003cb\u003ePart II: Investigating the Conditions for Literacy Learning and Teaching in Transition\u003c\/b\u003e  5. Transition from Preschool to School: Spaces, Time, Interactions and Resources, \u003ci\u003eLisa Kervin and Jessica Mantei (University of Wollongong, Australia)\u003c\/i\u003e 6. Transitions in Literacy and Classroom Interaction across the School Years, \u003ci\u003eChristine Edwards-Groves (Australian, Catholic University, Australia), Peter Freebody (University of Wollongong, Australia) and Stephanie Garoni (Charles Sturt University, Australia)\u003c\/i\u003e 7. Understanding Literacy Transitions: Pedagogic Practices in Primary Writing Classrooms, \u003ci\u003eHonglin Chen (University of Wollongong, Australia), Helen Lewis (University of Wollongong, Australia) and David Rose (University of Sydney, Australia)\u003c\/i\u003e  8. Investigating Pedagogic Discourse in Late Primary and Junior Secondary English, \u003ci\u003ePauline Jones (University of Wollongong, Australia), Erika Matruglio (University of Wollongong, Australia) and David Rose (University of Sydney, Australia)\u003c\/i\u003e 9. Exploring Multimodal Meaning Making in Science at the Transition to High School, \u003ci\u003eAnnette Turney \u003c\/i\u003e\u003ci\u003eand \u003c\/i\u003e\u003ci\u003eEmma Rutherford Vale\u003c\/i\u003e\u003ci\u003e (University of Wollongong, Australia)\u003c\/i\u003e 10. Categories, Appraisals and Progress in Teachers’ Accounts of Literacy Teaching\u003ci\u003e, Erika Matruglio (University of Wollongong, Australia)\u003c\/i\u003e Summary of Part II, \u003ci\u003eAdam Lefstein (Ben-Gurion University, Israel)\u003c\/i\u003e  \u003cb\u003ePart III: Horizons of Consequence: Accounting for Transition\u003c\/b\u003e 11. Literate Identities in the Early Years of Primary School, \u003ci\u003eJessica Mantei and Lisa Kervin (University of Wollongong, Australia)\u003c\/i\u003e  12. Articulating their Education: Interviewing Primary Years Students on their Literacy Learning, \u003ci\u003eChristine Edwards-Groves (Australian Catholic University, Australia) and Peter Freebody (University of Wollongong, Australia)\u003c\/i\u003e 13. Transitioning from Primary to High School\u003ci\u003e, \u003c\/i\u003e\u003ci\u003eEmma Rutherford Vale, \u003c\/i\u003e\u003ci\u003eHelen Lewis, \u003c\/i\u003e\u003ci\u003eHonglin Chen and \u003c\/i\u003e\u003ci\u003ePauline Jones  (University of Wollongong, Australia)\u003c\/i\u003e  Summary of Part III, \u003ci\u003eElizabeth Moje (University of Michigan, USA)\u003c\/i\u003e  Epilogue References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":51019646599511,"sku":"9781350259744","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350259744.jpg?v=1750780896","url":"https:\/\/bookcurl.com\/products\/transition-and-continuity-in-school-literacy-development-9781350259744","provider":"Book Curl","version":"1.0","type":"link"}