Åhörarkopior Peter Freebody (2207 Kb)
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Sweden’s successful literacy campaigns, beginning in the mid-17th century, were driven by commitment to Lutheran Reformism; thus, from their institutional beginnings, they connected reading and writing to moral and community wellbeing and activism. Decoding and comprehension were seen, again, right from the start, as important but only early steps in a longer program aimed at strongly collective values among informed, democratic, and reflective individuals. Those foundational efforts now place Swedish educators in a good position to reimagine literacy practices in relation to new, disruptive communication technologies in rapidly changing, some would say disrupted, geopolitical, economic, and cultural settings.
It is important that we first acknowledge and understand those changing settings in which young people need to participate, and which are now reshaping what it is to be a literate community member, worker, and citizen. These settings include: i) immigration and rapidly increasing linguistic and cultural diversity; ii) digital, online, mobile, and omnipresent texts and technologies; iii) increasing disparities between rich and poor in ‘fast-capitalist’ societies; and iv) changes these all bring to work, part-, under- and un-employment, and to political and civic life. A crucial question for literacy educators becomes ‘are print literacy, standardized testing and curriculum, and text-and-test forms of knowledge acquisition now part of the problem rather than the solution?’
It is then important for us to consider what version of literacy can move Swedish learners and teachers, and their colleagues elsewhere, toward a strong and productive response to these challenges. Two complementary examples are the frameworks known the “four resources model” and multiliteracies. These will be described and some examples discussed. Finally we consider how these models can be applied in second language teaching and learning settings, and how they are particularly relevant to learners from immigrant, cultural and linguistic minority, and working class communities.
Om presentatören
Peter Freebody is an elected Fellow of the Academy of the Social Sciences in Australia, and an Honorary Professor at The University of Sydney and The University of Wollongong. His recent positions include Professorial Research Fellow at The University of Sydney, and foundation Deputy Dean Research at the Centre for Research on Pedagogy, National Institute of Education, Singapore. He has contributed research publications, editing or authoring 13 books and over 200 published academic papers, in the areas of literacy education, educational disadvantage, classroom interaction, and research methodology. He has served on Australian state and national advisory groups in the areas of literacy education and curriculum design, and was lead author of the framework for the first Australian national English curriculum. He was a 2011-2016 member of the International Literacy Association’s Literacy Research Panel, 2015-16 Chair of that Panel, and the 2014 recipient of that Association’s W.S. Gray Citation for lifelong contribution to literacy education internationally. He is an elected member of the International Reading Hall of Fame.
Inspelning av föreläsning
Målgrupp
Av intresse för: Alla skolformer (storföreläsning)
Nyckelord: Litteraciteter, kritisk litteracitet, skolutveckling, flerspråkig litteracitetsutveckling