Literacy Teaching Toolkit

• Early Childhood Education component developed by Associate Professor Patricia Eadie – Early Childhood Education & Care, Melbourne Graduate School of Education, University of Melbourne and Dr Nathaniel Swain, Early Childhood Education & Care, Melbourne Graduate School of Education, University of Melbourne
• Primary component developed by Dr Carmel Sandiford – Language and Literacy Education, Melbourne Graduate School of Education, University of Melbourne, Linda Gawne – Language and Literacy Education, Melbourne Graduate School of Education, the University of Melbourne with Dr Annemaree O’Brien – Language and Literacy Education, Melbourne Graduate School of Education, University of Melbourne.
• Coolaroo South Primary School
• Footscray North Primary School
• Ringwood Heights Primary School
• Truganina College
• University of Melbourne Early Learning Centre
• Moonee Valley City Council (Milleara Integrated Centre for Children)
• Clifton St Children’s Centre

We are also indebted to the following people who provided expert review of the early childhood content and videos:

• Anne Bayetto  –  Flinders University Associate Professor
• Sheila Degotardi – Macquarie University
• Associate Professor Noella Mackenzie – Charles Sturt University
• Andrea Nolan – Deakin University
• Janet Scull – Monash University

  

Callow, J. (2013). The Shape of Text to Come: How Image and Text Work. Primary English Teaching Association (Australia) (PETAA). 

Christie, F., & Martin, J. R. (Eds.). (2007). Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. London and Oakville: Continuum.

Christie, F. & Derewianka, B. (2008). School Discourse: Learning to write across the years of schooling. London: Continuum.

Cox, R. (2015). Contextualising multilingualism in Australia today. English in Australia, 50(1), 13-20.

Cummins, J. (1998). Beyond adversarial discourse: Searching for common ground in the education of bilingual students. Presentation to the California State Board of Education. Sacramento, California.

Dempster, N., Konza, D., Robson, G., Gaffney, M., Lock, G., & McKennariey, K. (2012) Principals as literacy leaders: Confident, credible and connected. Canberra, ACT: Australian Primary Principals Association.

Fang, Z. (2016). Teaching close reading with complex texts across content areas. Research in the Teaching of English, 51(1), 106-116.

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy, grades K-12: implementing the practices that work best to accelerate student learning. Thousand Oaks, California: Corwin Literacy.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement.  Routledge UK.

Hattie, J. (2013). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge UK

Jewitt, C.  (2008). Multimodality and Literacy. School Classrooms. Review of Research in Education, Vol. 32, pp. 241–267.

Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Port Melbourne, VIC, Australia: Cambridge University Press.

Konza, D. (2014). Teaching Reading: Why the “Fab Five” should be the “Big Six”. Australian Journal of Teacher Education, 39(12).

Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London; New York: Routledge.

Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London: Routledge.

Luke, A. (2014). On explicit teaching and direct instruction. ALEA ‘Hot Topic’. Australian Literacy Educators’ Association 

Myhill, D., Jones, S. & Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts the teaching of writing. Teaching and Teacher Education, 36, 77-91. National Inquiry into the Teaching of Literacy (Australia) (2005)

National Reading Panel (U.S.), & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel – Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, D.C.: National Institute of Child Health and Human Development, National Institutes of Health.

New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. Melbourne, Australia: Macmillan.

Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202.

Snow, C.E. (2004). What counts as literacy in early childhood? In K. McCartney & D. Phillips (Eds.), Handbook of Early Child Development (pp. 274–293). Oxford: Blackwell.

Snow, C. & O’Connor, C. (2016). Close reading and far-reaching classroom discussion: Fostering a vital connection. Journal of Education, 196(1), 1-8.​​​​​​