Walking and talking with living texts: Breathing life against static standardisation

Phillips, Louise Gwenneth and Willis, Linda-Dianne (2014) Walking and talking with living texts: Breathing life against static standardisation. English Teaching: Practice and Critique, 13 1: 76-94.

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Author Phillips, Louise Gwenneth
Willis, Linda-Dianne
Title Walking and talking with living texts: Breathing life against static standardisation
Journal name English Teaching: Practice and Critique
ISSN 1175-8708
Publication date 2014
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 13
Issue 1
Start page 76
End page 94
Total pages 19
Place of publication Bingley, United Kingdom
Publisher Emerald Group Publishing Ltd.
Collection year 2015
Language eng
Subject 3304 Education
3310 Linguistics and Language
1203 Design Practice and Management
Abstract Current educational reform, policy and public discourse emphasise standardisation of testing, curricula and professional practice, yet the landscape of literacy practices today is fluid, interactive, multimodal, ever-changing, adaptive and collaborative. How then can English and literacy educators negotiate these conflicting terrains? The nature of today's literacy practices is reflected in a concept of living texts which refers to experienced events and encounters that offer meaning-making that is fluid, interactive and changing. Literacy learning possibilities with living texts are described and discussed by the authors who independently investigated the place of living texts across two distinctly different learning contexts: a young people's community arts project and a co-taught multiliteracies project in a high school. In the community arts project, young people created living texts as guided walks of urban spaces that adapt and change to varying audiences. In the multiliteracies project, two parents and a teacher created interactive spaces through co-teaching and cogenerative dialoguing. These spaces generate living texts that yield a purposefully connected curriculum rich in community-relevant and culturally significant texts. These two studies are shared with a view of bringing living texts into literacy education to loosen rigidity in standardisation.
Keyword Anarchive
Citizenship literacies
Co teaching
Cogenerative dialoguing
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Faculty of Humanities and Social Sciences - Publications
Official 2015 Collection
School of Education Publications
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