China and secondary school textbooks surface and deep learning approaches
- Zeegers, Margaret, Zhang, Xiaohong
- Authors: Zeegers, Margaret , Zhang, Xiaohong
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 255-258
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- Description: This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
- Description: C1
- Description: 2003001332
- Authors: Zeegers, Margaret , Zhang, Xiaohong
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 255-258
- Full Text:
- Reviewed:
- Description: This paper explores features of secondary school English as Second Language textbooks in use in China. It examines a number of textbooks in relation to surface and deep learning approaches,particularly as these relate to western constructs of Chinese learners.
- Description: C1
- Description: 2003001332
Living on the planet of the readers: Exploring books beyond the boundaries of literacy
- Zeegers, Margaret, Smith, Patricia
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 121-127
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- Description: Regardless of the literacy competencies that are basic to the mechanics of reading, there is a much larger and richer view of reading that goes well beyond such competencies. There are whole worlds of literature to explore as well, and it can be a most satisfying experience for adults and children as they explore them together. The 21st Century has emerged from a long tradition of culturally satisfying and spiritually delighting engagement with the language arts that are embodied in literature, and not just literacy. This paper explores some of those things from our more ancient pasts, and examines their relevance for adults, particularly parents and teachers, and children in the present age in the area of literature. In doing so, it goes beyond concepts of literacy, exploring notions of literature.
- Description: C1
- Description: 2003001331
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 2, no. (2004), p. 121-127
- Full Text:
- Reviewed:
- Description: Regardless of the literacy competencies that are basic to the mechanics of reading, there is a much larger and richer view of reading that goes well beyond such competencies. There are whole worlds of literature to explore as well, and it can be a most satisfying experience for adults and children as they explore them together. The 21st Century has emerged from a long tradition of culturally satisfying and spiritually delighting engagement with the language arts that are embodied in literature, and not just literacy. This paper explores some of those things from our more ancient pasts, and examines their relevance for adults, particularly parents and teachers, and children in the present age in the area of literature. In doing so, it goes beyond concepts of literacy, exploring notions of literature.
- Description: C1
- Description: 2003001331
European and Indigenous Australian positionings through books and non-print texts : Investigations with a regional Australian primary school
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 8, no. 2 (2011), p. 107-121
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- Description: In this paper I describe a project, based on children's engagement with books and non-print media, at a regional Victorian (Australia) primary school. As an added dimension of their engagement with the books regularly used in their classroom, the children have examined non-print texts with local Indigenous Australian artists as part of an Indigenous Australian artists-in-residence program, with a view to foregrounding their school's Black History. The school is close to one of the largest regional cities in the state of Victoria, Australia. In this project, primary school students have worked with Indigenous Australian story-tellers, artists, dancers and musicians to explore ways in which they may examine both print and non-print texts for a critical appreciation of ways in which their school has been positioned in the physical landscape and in the historical landscape, where Indigenous Australian roles and contributions have continued to be marginalised, at best, and denied, at worst. From such critical engagement, the children have created non-print texts of their own: tangible, durable artefacts of acknowledgment of their own school's Black History. Constructed as texts which may be read by all who enter the school, the artefacts produced are part of a continuing critical engagement with books that represent European perspectives on Indigenous Australia, and non-print texts that represent Indigenous Australian perspectives. Both types of texts are engaged and interpreted by the children as part of this project, with the outcome of non-print texts created by the children themselves. Those visual texts have been posted on a wall at the school entrance, focussing on the very point of Indigenous and non-Indigenous Australian children's entry to their school's grounds and buildings. I have argued that this helps to position their school within a more comprehensive context of its physical and historical landscape than traditional, Eurocentric books and their perspectives on Indigenous Australia have allowed. © Common Ground, Margaret Zeegers, All Rights Reserved.
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 8, no. 2 (2011), p. 107-121
- Full Text:
- Reviewed:
- Description: In this paper I describe a project, based on children's engagement with books and non-print media, at a regional Victorian (Australia) primary school. As an added dimension of their engagement with the books regularly used in their classroom, the children have examined non-print texts with local Indigenous Australian artists as part of an Indigenous Australian artists-in-residence program, with a view to foregrounding their school's Black History. The school is close to one of the largest regional cities in the state of Victoria, Australia. In this project, primary school students have worked with Indigenous Australian story-tellers, artists, dancers and musicians to explore ways in which they may examine both print and non-print texts for a critical appreciation of ways in which their school has been positioned in the physical landscape and in the historical landscape, where Indigenous Australian roles and contributions have continued to be marginalised, at best, and denied, at worst. From such critical engagement, the children have created non-print texts of their own: tangible, durable artefacts of acknowledgment of their own school's Black History. Constructed as texts which may be read by all who enter the school, the artefacts produced are part of a continuing critical engagement with books that represent European perspectives on Indigenous Australia, and non-print texts that represent Indigenous Australian perspectives. Both types of texts are engaged and interpreted by the children as part of this project, with the outcome of non-print texts created by the children themselves. Those visual texts have been posted on a wall at the school entrance, focussing on the very point of Indigenous and non-Indigenous Australian children's entry to their school's grounds and buildings. I have argued that this helps to position their school within a more comprehensive context of its physical and historical landscape than traditional, Eurocentric books and their perspectives on Indigenous Australia have allowed. © Common Ground, Margaret Zeegers, All Rights Reserved.
From the scriptoria to the printing press : A consideration of scholarship and library
- Zeegers, Margaret, Barron, Deirdre
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 6, no. 4 (2009), p. 9-16
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- Description: Ancient social systems have exhibited constructs of scholarships based on social configurations and requirements that have involved tribal, temple, village or palace elders teaching and developing their apprentices using oral communication such as storytelling, recitation of recipes, formulas and chants, plus work in the field itself as young people developed as midwives, shamans, carpenters, and so on. While writing is a mighty technological achievement of some 5,000 years ago, perhaps even mightier is that of the printing press about 500 years ago. It is generally held to be the development that marked the end of Medieaval times, and has had an even more profound an effect than the first moon landing, so much did it shake the foundations of society. For one thing, the same elders entrusted with the education of the young were able to use print as part of their education protocols. This in itself enabled a shift in constructs of scholarship, as it was possible to record in print what had formerly been kept in memory. The possibilities that emerged were those of teaching learners how to develop knowledge from information, and not rely on information alone. Such possibilities have not really been taken up until fairly recent times. Emerging new paradigms present scholarship in the light of information work whose dependence on information storage systems has already transformed the relationship between scholarship and libraries to a stage where the dominant partner is the library, scholarship becoming marginalised in the so-called information age. Such a sea change requires a major adjustment on the part of both partners in what has for so long been a most productive relationship. To be able to understand the magnitude and order of the change, it is necessary to take a close look at what has underpinned it for so long. [ABSTRACT FROM AUTHOR]
- Description: 2003007960
- Authors: Zeegers, Margaret , Barron, Deirdre
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of the Book Vol. 6, no. 4 (2009), p. 9-16
- Full Text:
- Reviewed:
- Description: Ancient social systems have exhibited constructs of scholarships based on social configurations and requirements that have involved tribal, temple, village or palace elders teaching and developing their apprentices using oral communication such as storytelling, recitation of recipes, formulas and chants, plus work in the field itself as young people developed as midwives, shamans, carpenters, and so on. While writing is a mighty technological achievement of some 5,000 years ago, perhaps even mightier is that of the printing press about 500 years ago. It is generally held to be the development that marked the end of Medieaval times, and has had an even more profound an effect than the first moon landing, so much did it shake the foundations of society. For one thing, the same elders entrusted with the education of the young were able to use print as part of their education protocols. This in itself enabled a shift in constructs of scholarship, as it was possible to record in print what had formerly been kept in memory. The possibilities that emerged were those of teaching learners how to develop knowledge from information, and not rely on information alone. Such possibilities have not really been taken up until fairly recent times. Emerging new paradigms present scholarship in the light of information work whose dependence on information storage systems has already transformed the relationship between scholarship and libraries to a stage where the dominant partner is the library, scholarship becoming marginalised in the so-called information age. Such a sea change requires a major adjustment on the part of both partners in what has for so long been a most productive relationship. To be able to understand the magnitude and order of the change, it is necessary to take a close look at what has underpinned it for so long. [ABSTRACT FROM AUTHOR]
- Description: 2003007960
A clash of chronotopes: Adult reading of children's and young adult literature
- Zeegers, Margaret, Pass, Charlotte, Jampole, Ellen
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
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