The work of primary-school teachers centres on the teaching of literacy across all forms and modes, and on extending the repertoires of literacy and communications practices available to students. Yet effective literacy and communications are always about something. Effective communication matters to the person who produces the text, whether it is spoken, written, graphic or multi-modal. Literacy teaching cannot, and we believe it should not, be a content-free zone. We know that there is great potential for students to expand their literate repertoires when they become deeply engaged in acquiring new knowledge about things that matter ' such as, for example, the health of the environment, its flora and fauna, and its sustainability into the future.
|Title of host publication||Literacies in place|
|Subtitle of host publication||teaching environmental communications|
|Place of Publication||Newtown, NSW|
|Publisher||Primary English Teaching Association|
|Number of pages||13|
|Publication status||Published - 2007|
Comber, B., Reid, J-A., & Nixon, H. (2007). Environmental communications: pedagogies of responsibility and place. In Literacies in place: teaching environmental communications (1 ed., pp. 11-23). Primary English Teaching Association.