Directions

Directions: Journal of Educational Studies Pacific Curriculum Network
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Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995

Title: Invitation to another world : literacy in the Pacific

Author: Mangubhai, Francis
Subject:  Language and education|Oceania
 Literacy|Oceania
Volume: Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995
Collation: p. 3-20 ;

Abstract: This paper discusses whether the claimed advantages of literacy are automatically bestowed upon the literate, or whether literacy is only an intervening variable, with social variables likely to be more important factors that determine which aspects of literacy are incorporated into the social practices of any society. It begins by briefly looking at a history of literacy generally, before outlining the beginnings of literacy in the Pacific, and more particularly in Fiji. It discusses the types of literate behaviours that are currently observable in the Fiji/Pacific societies. It argues that literacy at the ‘higher level’ is an invitation to all, including Pacific peoples, to participate in other worlds.

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Title: Families matter : adults reading aloud to children in the home and its implications for language education

Author: Spreadbury, Julie
Subject:  Children|Language
 Oral reading
 Reading|Parent participation
Volume: Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995
Collation: p. 21-37 ;

Abstract: This study examined the complex three-way interactions that take place when a parent and child share a text. It endeavoured to tease out the particular variables in this interaction that facilitate the child’s later reading ability. As part of this, the study also investigated parent styles in such book reading episodes and how these changed from when the child was a dependent reader to when the child was an independent reader, i.e. the transition period from the end of the child’s preschool year to the end of the first year of primary school – a period neglected by researchers in early literacy.

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Title: Reading and writing development in the early years (0-6 years) : the role of the adult

Author: Campbell, Robin
Subject:  Children|Books and reading
 Reading|Parent participation
Volume: Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995
Collation: p. 38-53 ;

Abstract: The role of the adult as a support for children’s literacy development is of considerable importance. Recently Frank Smith (1992) indicated that ‘ethods can never ensure that children learn to read. Children must learn from people’. That quote encapsulated, very neatly, the key role of adults. Those adults, often parents at home and teachers at school, will provide and then support children in a variety of literacy activities, which serves to facilitate the children in their literacy development (Campbell 1990). What are some of those literacy activities – especially in the early years? And how do the adults at home, in pre-school playgroups, in nursery classrooms and infant school classrooms use the literacy activities to support the children’s learning? There are, of course, many different opportunities for children to engage with literacy. However, six particular activities will beemphasised in this article. They are story reading, using environmental print, momentary engagements with print, shared book experience, shared reading and opportunities for writing.

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Title: Processes for linking writing systems : a parent-teacher partnership in early literacy education

Author: Goodridge, Megan, J.
Subject:  Reading (Elementary)|New Zealand
 Reading|Parent participation|New Zealand
 Community and school|New Zealand
Volume: Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995
Collation: p. 54-80 ;

Abstract: This paper reports findings from the school phase of a larger longitudinal study conducted in New Zealand. In that study, the writing development of children in six Maori, six Pakeha (Anglo) and six Samoan families were studied at home before school entry, and fifteen of the same children were studied in their transition to school after age five. The paper focuses on two related interventions aimed at enhancing collaboration between teachers and families for developing the children’s writing expertise. Firstly, it discusses variable influences on teachers’ and parents’ shared knowledge of and goals for literacy development, and the effectiveness of classroom activities. It also discusses the strengths and weaknesses of the procedures for linking writing systems as well as school conditions associated with effective links for writing development.

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Title: Authoring isn't telling : from story to text in early literacy development

Author: Bechervaise, Neil E.
Subject:  Literacy programs
 Children's writings, English
 Child authors
Volume: Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995
Collation: p. 81-95 ;

Abstract: In this paper, the author explores some of the complexities of the emergent capacity of the early childhood author – for whom the task of literary authorship is complicated by the need to adhere to authorial convention. For whom, furthermore, the very task of committing the story to paper is a rock road pitted with syntactic rules and strewn with spelling and grammatical protocols. For this author, moreover, the very structuring of letters within aword is complicated by the need for delineation between varying and various type-faces and school-valorised writing script. This paper, then, is an exploration of some of the possibilities arising from the story of The Mystrey Voto.

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Title: Profiles and student assessment

Author: Griffin, Patrick Edward
Subject:  Language arts (Elementary)|Ability|Testing
 Educational tests and measurements
 Students|Rating of
Volume: Directions: Journal of Educational Studies no.32, vol.17, no.1, 1995
Collation: p. 96-115 ;

Abstract: ‘Profile’ is a scale depicting progress in learning. The profiles of literacy consist of descriptions of reading, writing and spoken language. Each scale presents a detailed description in a series of nine levels called bands and labelled from A (lowest) to I (highest). They are designed to assist teachers, schools and systems with the complex process of assessment, recording and reporting on students’ developing competencies and achievements. An essential feature of a student’s profile is that it shows growth. Through its ordered sequence of bands, the profile makes explicit what it means to progress in learning. It provides a framework against which evidence of an individual’s progress can be charted and achievements of a school or even an education system can be monitored.

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