The Canadian Centre for Research on Literacy (CCRL) is the first formally established academic body in Canada for research on literacy across the continuum from emergent to third-age literacy. CCRL promotes the consolidation of research interests and expertise to create a new substantive research focus within the University
Dr Linda Laidlaw is the Interim Director of the Canadian Centre for Research on Literacy as of September 1, 2019.
The Canadian Centre for Research on Literacy (CCRL)
Brown Bag Research Presentation
Karen Dooley, Queensland University of Technology
Literacy as Process
Date: September 26th, 12 - 1 pm
Location: Education South 734 in the seminar room
A process pedagogy involves real and meaningful literacy events rather than activities contrived only for the purpose of learning some knowledge or skill. In the case of writing, for instance, the intent is to enable children to acquire the composition processes of practising authors. To this end, the teacher creates opportunities for children to write— and to write about things that matter in their lives and worlds. Other process pedagogies work similarly to enable children to become ‘readers’. Given this emphasis on genuine literate activity, process pedagogies can be understood as part of the authentic tradition of literacy education (Kalantzis & Cope, 2012). From about the 1980s, this long- established tradition was enriched as literacy educators created print-rich classrooms and developed approaches such as shared reading and process writing. These pedagogies were subject to robust critique from the outset; however, some have stood the test of time and yielded enduring insights into children’s literacy learning. The aim of this chapter, then, is to think about how and why teachers are claiming—and might claim—an inheritance from the authentic tradition to enhance education in and for contemporary literate worlds.