Book contents
- Frontmatter
- Contents
- Acknowledgements
- Introduction The work of learning and teaching literacies
- Part A The ‘Why’ of Literacies
- Part B Approaches to Literacies
- Chapter 3 Didactic literacy pedagogy
- Chapter 4 Authentic literacy pedagogy
- Chapter 5 Functional literacy pedagogy
- Chapter 6 Critical literacies pedagogy
- Part C The ‘What’ of Literacies
- Part D The ‘How’ of Literacies
- References
- Index
Chapter 4 - Authentic literacy pedagogy
from Part B - Approaches to Literacies
- Frontmatter
- Contents
- Acknowledgements
- Introduction The work of learning and teaching literacies
- Part A The ‘Why’ of Literacies
- Part B Approaches to Literacies
- Chapter 3 Didactic literacy pedagogy
- Chapter 4 Authentic literacy pedagogy
- Chapter 5 Functional literacy pedagogy
- Chapter 6 Critical literacies pedagogy
- Part C The ‘What’ of Literacies
- Part D The ‘How’ of Literacies
- References
- Index
Summary
Overview
Authentic pedagogies were first formulated as a direct counterpoint to didactic pedagogies. They became well known and influential from the beginning of the twentieth century, initially through the work of John Dewey in the United States and Maria Montessori in Italy. When it comes to reading and writing, authentic pedagogies promote natural growth, a continuation of processes of language learning that began with learning to speak. Authentic literacy pedagogy recommends immersion in personally meaningful reading and writing experiences, with a focus on processes of reading and writing rather than the formalities of rules and adherence to conventions. It calls its approach learner-centred and aims to provide space for self-expression.
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- Literacies , pp. 95 - 117Publisher: Cambridge University PressPrint publication year: 2012