Friday, March 30, 2012
UKLA and Egmont UK have collaborated to produce high quality professional development and teaching materials with the aim of developing the critical reading of magazines in KS2 classrooms ( although we feel they would be of interest in KS3 and ITE as well). The practical workshops aim to promote the critical reading of magazines in schools, an understanding of why and how magazines are produced, and to emphasise the value of including children’s magazines in an inspiring reading curriculum.
All you have to do is log in as a member and then download the materials from the UKLA resources section here. If you ask Egmont will supply free copies of their magazines for 8–11 year olds – ‘Toxic’ for boys and ‘Go Girl’ for girls to support the work in classrooms.
Monday, March 12, 2012
Six debut novels on the UKLA Book Awards shortlists announced today! UKLA are delighted to announce shortlists selected by 60 teachers from Coventry and Leicestershire. These include books by debut authors, alongside experienced past Carnegie winners. The list also includes an international perspective, with a book first published in Canada, and one in translation from France. Teachers look for books with powerful language, across the age range 3-16.
Click here to download the shortlist.
Monday, December 12, 2011
Edited by Bronwyn Davies, University of Melbourne
Gabrielle Cliff Hodges, University of Cambridge
Narratives are integral to multiple literacies – for example, print literacy, media literacy, emotional literacy, social literacy. They are integral to the development of identities, cultures, social movements, and knowledges of all kinds. Today we are inundated with multiple and contradictory narratives – in books, films, games or picturebooks, stories told to us by friends or the stories we narrate to ourselves and others about our lives, about who we are and how we make sense of and relate to the world. We use a variety of media to create narratives and we consume them across media, often without realising, through advertisements, news stories and in our everyday encounters with others. Some argue that storytelling is a basic human impulse. Others argue that narratives are accounts of something real that precedes the narrative. Or narratives may be understood as constitutive not just of individual identity, but the possibilities through which life can be imagined and made real. This special edition of Literacy, focussing on narrative, aims to juxtapose different perspectives on narrative, opening up new insights into the multiple ways in which narratives are imbricated in learning, in becoming literate, and in the complex practices of social being. It will also explore the ways in which researchers use narratives to conceive, produce and analyse research questions and data.
Contributors are invited to submit articles that focus on narrative and literacy from different theoretical, pedagogical, practical, policy and/or research perspectives. Some of the questions we would like to see addressed include:
Please refer to the ‘Notes for contributors’ on the back cover of Literacy or at
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-4369
Please mark submissions ‘Narrative Special Issue’.
Deadline: 30th June 2012
Monday, November 07, 2011
The IBBY World Congress 2012
At a press launch at the recent International Children’s Book Fair in Bologna it was announced that the 33rd IBBY World Congress will be held in London from 23rd to 26th August 2012, the first time it will have been in the UK for 30 years. The venue is Imperial College, in London’s cultural heartland, close to major museums and the Albert Hall with Hyde Park just a short walk away.
The theme is Crossing Boundaries: Translations and Migrations.
Speakers so far confirmed are:
For further information see www.ibbycongress2012.org
or contact Co-Directors:
Ann Lazim .(JavaScript must be enabled to view this email address)
Kathy Lemaire .(JavaScript must be enabled to view this email address)
Monday, October 31, 2011
Many of the UK’s leading experts in the teaching of reading have written to Michael Gove, Secretary of State for Education, to strongly advise against proceeding with the pet policy of his Schools Minister, Nick Gibb.
Mr Gibb has been the force behind the creation of a 40-word test (half of them ‘nonsense words’) for Year 1 pupils (five and six year olds).
The test was piloted recently and its findings welcomed by the Minister – much to the puzzlement of experts who argue the results are certainly no cause for celebration.
Amazingly, the government intends to proceed despite the negative evidence gathered by its own pilot study and the test will be imposed on every Year 1 pupil in the UK next summer – potentially leading to a variety of hugely detrimental consequences, including:
- ‘teaching to the test’ resulting in a reduction of pupil enjoyment, comprehension and wider reading
- those most at need of reading support not being accurately identified by the test anyway
- increased workload for teachers (15.5 hours of administration on average, dismissed by Mr Gibb as just taking ‘a few minutes to carry out’)
- five and six year-olds pupils having less time with their class teacher
- the wasting of millions of pounds of taxpayers’ money
The letter to Mr Gove can be found in full in the downloadable pdf below.
Also see coverage of the story in the press:
In the on-line edition of the Independent here and here.
On BBC on-line here.
Letter to Secretary of State for Education
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...joining UKLA is a unique opportunity... to read about exciting and thought provoking developments in the field of literacy ”
Carrie Ansell
Senior Lecturer
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