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http://hdl.handle.net/2247/1028
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| Title: | 2006: Literacy for students at risk learning objects |
| Authors: | Le@rning Federation, The |
| Issue Date: | 24-Jul-2006 |
| Abstract: | These learning objects focus on enhancing the capabilities of middle-years students (years 5–9) who are at risk of not achieving the National Literacy Benchmarks.
The learning objects employ a variety of rich contexts, which include interactive narrative structures and ‘game play’ devices to promote engagement for a diverse range of students. Scaffolding, that is explication of the instructional demands and ongoing feedback to students about their responses, is an integral part of the design of the learning objects. Many
objects readily link to a number of curriculum areas, as well as real-life social contexts. Overall, a range of contexts provides students with access to student-focused materials that offer multiple opportunities for literacy progression. The learning objects released to date focus on literary reception and production. The organising pedagogical framework for the objects is the widely recognised ‘four roles of the reader (four resources)’ model developed by Peter Freebody and Allen Luke. To develop as effective receivers, students must learn to take on a set of roles, or ways of interacting with text, to understand and use text on several levels for a variety of purposes. |
| Description: | Literacy for students at risk learning objects focus on enhancing the capabilities of middle-years students (years 5–9) who are at risk of not achieving the National Literacy Benchmarks. |
| URI: | http://hdl.handle.net/2247/1028 |
| Appears in Collections: | TLF Catalogues
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