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Literacies of engagement in regional, rural and remote areas of the Northern Territory: Building bridges to classroom

Wallace, Ruth (2005). Literacies of engagement in regional, rural and remote areas of the Northern Territory: Building bridges to classroom. In: 13th Annual International Conference on Post-Compulsory Education and Training, Gold Coast, Qld, 5-7 December, 2005.

Document type: Conference Paper
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IRMA ID 77258317xPUB2
Author Wallace, Ruth
Title Literacies of engagement in regional, rural and remote areas of the Northern Territory: Building bridges to classroom
Conference Name 13th Annual International Conference on Post-Compulsory Education and Training
Conference Location Gold Coast, Qld
Conference Dates 5-7 December, 2005
Conference Publication Title Vocational learning : transitions, interrelationships, partnerships and sustainable futures : Proceedings of the 13th annual International Conference
Place of Publication Brisbane, Qld
Publisher Australian Academic Press
Publication Year 2005
Volume Number 2
ISBN 1-875378-60-X   (check CDU catalogue  open catalogue search in new window)
Start Page 246
End Page 252
Total Pages 7
HERDC Category E1 - Conference Publication (DEST)
Abstract In regional, rural and remote areas of the Northern Territory effective literacy and numeracy post compulsory education reflects regional students' literacies in terms of their social, physical, historical and cultural location. The impact of any disparity between those students realities and assumptions of school institutions, curriculum and educators may impact on their engagement in learning experiences that involve literacy and identity as literate learners. Importantly, people's identity or knowledge and view of themselves, and the way they are identified by others, determines the way they interact within their literacy domains. The literacy domains people operate within can include the workplace, social situations, formal and informal learning, parcipitation in community and cultural activities. When these are not represented or legitimised by formal education situations, learners can have difficulty placing themselves within the litercy learning context leading to feelings of inadequacy, irrelevance or antagonism to the learning experience. Addressing these issues means a shift in the way we define, understand, assess and interact with learners' literate practices and literacy learning. We need to build bridges between students, educators and communities' understanding of each other's knowledge and use of literacies to develop lerning experiences that support regional students and communities' identities.
 
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Created: Fri, 12 Sep 2008, 08:35:25 CST by Administrator