Literacy across the Curriculum

Robyn Gregson (ed.)

Published by The Learner, a book imprint by Common Ground Publishing

Format Price
Book: Electronic $US15.00
Book: Print $US40.00

The aim of this work is to explore the literacy demands of subject areas taught in secondary schools. Through this, we will show how literacy is applied across the curriculum. To this end, teachers can review literacy issues and see how each author has developed activities to improve students’ literacy skills in the key learning area. Research has clearly shown the link between literacy, academic success, and prosperity.

As educators in secondary teaching training programs, we are concerned that secondary school students may not be receiving the support they need to be literate in the 21st century. At no other time in history have there been such literacy demands on individuals. Being able to read and write is no longer sufficient to meet the demands of literacy in secondary school, tertiary institutions, and the workforce.

The teaching of literacy skills is no longer the domain or responsibility of those who teach English in our schools. They have a curriculum of their own that will support literacy needs but will not show students how to read to understand and write specifically for subjects such as mathematics, science, and drama.

Keywords: Literacy, Language, Education

Book: Electronic (PDF File; 6.219MB). Book: Print (Paperback). Published by The Learner, a book imprint by Common Ground Publishing, Champaign, Illinois.

Dr. Robyn Gregson

Senior Lecturer, School of Education, Charles Darwin University, Darwin, Northern Territory, Australia

Dr. Robyn Gregson is a senior lecturer at Charles Darwin University in Darwin, Australia. She is an experienced science, maths and literacy educator having lead, developed and taught in secondary and primary pre-service teaching and Masters programs. She taught science, mathematics and remedial English in primary and secondary schools before completing a doctorate in 2003. Her research interests include signature pedagogies in science and the development of scientific understanding through the science cycle as students pass through secondary and tertiary institutions. She is the editor of two books on science education and literacy.


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