Issues

Dialogue about literacy theories, methodologies and implications for classroom practice

Guest editorial: Introduction to the issue dialogue in literacy

Robyn Cox
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Learning to be literate and the importance of fairness and equity: Touchstone 1

Robyn Ann Ewing; Jo Padgham
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Oral language as a foundation for meaningful classroom literacy learning

Katherine Halcrow
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The pleasure and power of playful problem solving through storytelling

Jessica Mantei; Lisa Kervin
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From traditional to transformational: the imperative of creativity, the arts and imagination in learning to be literate

John Nicholas Rossato Saunders
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Play and passion: framing children’s rich moments of responding and making meaning

Stefan Kucharczyk; Kenneth Pettersen; Jennifer Rowsell
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Learners, environments and differences – insights from literacy research

Barbara Comber
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The power of independent reading

Noella Mackenzie
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Literacy assessment as teacher agency and expertise

Pauline Jones; Carlie Plummer; Natasha Isbel
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Literacy beyond the early years: teaching complex texts, sustaining joy

Ruth French
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Thinking with ideas from affect theory: imagining otherwise in our literacy classrooms

Jenny Sesta
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Co-mentoring as a key element of effective professional learning: Touchstone 11

Zoe Hogan
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Critical conversations: the importance of educators and families talking, reading and writing with young literacy learners

Annette Woods
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