Literacy, adolescence and schooling; or a challenge in the middle years

Bill Green; Beverley Pennell; Noella Mackenzie

Literacy, adolescence and schooling; or a challenge in the middle years

Bill Green, Beverley Pennell, Noella Mackenzie

Research output: Book chapter/Published conference paper › Chapter

Abstract

One of the most intriguing developments in the recent burgeoning of the literacy studies field is the emergence of a distinctively new category ' 'adolescent literacies'. This is intriguing, and potentially exciting, because to date, in Australia at least, the policy practice has been to think in terms of two general categories: 'child literacy' on the one hand, and 'adult literacy' on the other. These categories have effectively corresponded with, respectively, the formal literacy work of schooling, from the early years through to the post-compulsory stage, and the realm of adult, community and workplace education. Now we seem to have a third, intermediary category, referring specifically to the notion of adolescence, and presumably aimed at that section of the school population which is in-between childhood and adulthood.

Original language	English
Title of host publication	Middle years schooling
Subtitle of host publication	reframing adolescence / edited by Sally Knipe
Editors	Sally Knipe
Place of Publication	Frenchs Forest, Australia
Publisher	Pearson
Pages	187-205
Number of pages	19
Edition	10
ISBN (Print)	9780733986925
Publication status	Published - 2007

UN SDGs

This output contributes to the following Sustainable Development Goal(s)

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title = "Literacy, adolescence and schooling; or a challenge in the middle years",

abstract = "One of the most intriguing developments in the recent burgeoning of the literacy studies field is the emergence of a distinctively new category ' 'adolescent literacies'. This is intriguing, and potentially exciting, because to date, in Australia at least, the policy practice has been to think in terms of two general categories: 'child literacy' on the one hand, and 'adult literacy' on the other. These categories have effectively corresponded with, respectively, the formal literacy work of schooling, from the early years through to the post-compulsory stage, and the realm of adult, community and workplace education. Now we seem to have a third, intermediary category, referring specifically to the notion of adolescence, and presumably aimed at that section of the school population which is in-between childhood and adulthood.",

keywords = "Educational Psychology, Secondary schooling",

author = "Bill Green and Beverley Pennell and Noella Mackenzie",

note = "Imported on 12 May 2017 - DigiTool details were: publisher = Frenchs Forest, Australia: Pearson Education Australia, 2007. editor/s (773b) = Sally Knipe ; Issue no. (773s) = 10; Parent title (773t) = Middle years schooling : reframing adolescence / edited by Sally Knipe.",

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AU - Pennell, Beverley

AU - Mackenzie, Noella

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AB - One of the most intriguing developments in the recent burgeoning of the literacy studies field is the emergence of a distinctively new category ' 'adolescent literacies'. This is intriguing, and potentially exciting, because to date, in Australia at least, the policy practice has been to think in terms of two general categories: 'child literacy' on the one hand, and 'adult literacy' on the other. These categories have effectively corresponded with, respectively, the formal literacy work of schooling, from the early years through to the post-compulsory stage, and the realm of adult, community and workplace education. Now we seem to have a third, intermediary category, referring specifically to the notion of adolescence, and presumably aimed at that section of the school population which is in-between childhood and adulthood.

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M3 - Chapter

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BT - Middle years schooling

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CY - Frenchs Forest, Australia

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