Environmental communications: pedagogies of responsibility and place

Barbara Comber, Jo-Anne Reid, Helen Nixon

Research output: Book chapter/Published conference paperChapter

Abstract

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.
Original languageEnglish
Title of host publicationLiteracies in place
Subtitle of host publicationteaching environmental communications
Place of PublicationNewtown, NSW
PublisherPrimary English Teaching Association
Pages11-23
Number of pages13
Edition1
ISBN (Print)1875622683
Publication statusPublished - 2007

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communications
literacy
responsibility
primary school teacher
Teaching
student
sustainability
human being
communication
health
knowledge

Cite this

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). Newtown, NSW: Primary English Teaching Association.
Comber, Barbara ; Reid, Jo-Anne ; Nixon, Helen. / Environmental communications : pedagogies of responsibility and place. Literacies in place: teaching environmental communications. 1. ed. Newtown, NSW : Primary English Teaching Association, 2007. pp. 11-23
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Comber, B, Reid, J-A & Nixon, H 2007, Environmental communications: pedagogies of responsibility and place. in Literacies in place: teaching environmental communications. 1 edn, Primary English Teaching Association, Newtown, NSW, pp. 11-23.

Environmental communications : pedagogies of responsibility and place. / Comber, Barbara; Reid, Jo-Anne; Nixon, Helen.

Literacies in place: teaching environmental communications. 1. ed. Newtown, NSW : Primary English Teaching Association, 2007. p. 11-23.

Research output: Book chapter/Published conference paperChapter

TY - CHAP

T1 - Environmental communications

T2 - pedagogies of responsibility and place

AU - Comber, Barbara

AU - Reid, Jo-Anne

AU - Nixon, Helen

N1 - Imported on 12 May 2017 - DigiTool details were: publisher = Newtown, NSW: Primary English Teaching Association, 2007. editor/s (773b) = Barbara Comber , Helen Nixon , Jo-Anne Reid ,; Issue no. (773s) = 1; Parent title (773t) = Literacies in place : teaching environmental communications.

PY - 2007

Y1 - 2007

N2 - 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.

AB - 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.

KW - Communication

KW - ICT

KW - Literacy

KW - Literacy curriculum

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SN - 1875622683

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Comber B, Reid J-A, Nixon H. Environmental communications: pedagogies of responsibility and place. In Literacies in place: teaching environmental communications. 1 ed. Newtown, NSW: Primary English Teaching Association. 2007. p. 11-23