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Collaboration as Action Research: The Development of Genre-Based Literacy Programs

Collaboration as Action Research: The Development of Genre-Based Literacy Programs Keynote for ALL Professional Development Day ANU June 2010 David Rose Linguistics & Education, University of Sydney. Indigenous tertiary students.

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Collaboration as Action Research: The Development of Genre-Based Literacy Programs

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  1. Collaboration as Action Research: The Development of Genre-Based Literacy Programs Keynote for ALL Professional Development Day ANU June 2010 David Rose Linguistics & Education, University of Sydney

  2. 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

  3. ‘Closing the gap’2008 NSW results: top and bottom student cohortsaveraged across all classes, Years K-9 A growth = 21% (B to A) B C growth = 74% (E to C) E gap = 83% gap = 47%

  4. 2000s reading across the curriculum Reading to Learn 1990s writing across the secondary curriculum Write it Right Generations of genre based pedagogies 1980s writing in the primary school Writing Project

  5. Generation 1: writing in the primary school

  6. Teaching-learning cycle (from Rothery 1994)

  7. sequence of events – sequential multiple causes for one outcome – factorial multiple outcomes from one cause – consequential multiple outcomes from one cause - conditional explanations causes & effects significant life events – autobiographical recount stages in a life – biographical recount stages in history histories staged in time recounting - historical recount explaining - historical account informing one type of thing – descriptive different types of things - classifying parts of wholes - compositional reports describing things simple complex conditional technical how to do an activity - procedure what to do and not to do – protocol prospective proposing rules/regulations laws/legislation strategic plan procedural educational activity – experiment/observation report industrial activity – technical note academic activity – research article institutional activity – case study retrospective recounting commercial legal medical social hortatory analytical supporting one point of view – exposition discussing two or more points of view - discussion arguments persuading simple complex evaluating a text or product – review interpreting message – interpretation challenging message – critical response evaluating single text multiple literary text responses appreciating critiquing an academic text – criticalreview interpreting multiple texts – literature review academic

  8. 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

  9. The reading and writing task

  10. Complexity of the language task

  11. Integrated approach

  12. 2000s reading across the curriculum Reading to Learn 1990s reading stories in middle/upper primary Accelerated Literacy Generations of scaffolding reading pedagogies 1980s reading stories in early primary Reading Recovery

  13. Theoretical foundations Pedagogic discourse - Bernstein Social learning theory - Vygotsky Reading to Learn Educational linguistics - Halliday & Martin

  14. Pedagogic genre pedagogic activities: doing/ studying instructional field: knowledge & skills pedagogic relations: success/failure, inclusion/exclusion pedagogic modalities: spoken, written visual, manual projecting

  15. Pedagogic activity: scaffolding learning cycles

  16. Scales of activity Curriculum programs Lesson activities Classroom interactions

  17. Scaffolding lesson cycles: degrees of support

  18. Providing three levels of support in lectures: Level 1 Course programming

  19. Level 2 Lecture activities

  20. Level 3 Teacher-student interactions

  21. 1 Curriculum unit from Core Science 1

  22. 2 Lesson unit

  23. 3 Detailed Reading

  24. Rewriting from Notes

  25. 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): 66-80 Martin, 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- 245 Rose, 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, 91-107 Rose, 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)

  26. 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),185–204 Rose, 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, 151-166 Rose, 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.htm Rose, 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

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