Literacy Moves On Chapters 6-10

In chapter six it discusses opportunities to promote literacy development. This can be done through providing children with opportunities to respond to important issues, encourage children to make critical consumers in today’s market place and lastly use children’s popular culture interest as a starting point for literacy activities. Chapter seven puts the child’s identity to work. This can be done by engaging in a artifact audit to the texts produced in the classroom, incorporating place-based activities in the literacy curriculum and finally develop a critical literacy approach to the reading and production of texts. Chapter eight explains the importance of linking reading and play in the middle years. Students should be encourages to play around with texts, value children’s home reading interests in school and find out how to set up a curiosity kit scheme. Chapter nine teaches us how to fuse children’s knowledge about popular fantasy texts with school-based literacy requirements. This can be done by taking an interest in the child’s out-of-school literacy practices, allow all the students to contribute to what they already know about storytelling, allow children to benefit from being experts about aspects of popular culture, structure writing activities that encourage collaborative work and allow the children to retell their stories, emphasize the importance of being critical about the texts, tolerate differences in taste and in individual preferred modes of creativity, and finally involve parents as much as possible. Finally in chapter ten it discusses making meaningful connections between culture, community, and school. This is done through acknowledging that children critically evaluate their worlds, work at creating a dialogical classroom, recognize that children live with oppressions of their families/communities, allow children to identify their generative of words and themes, honor children’s products and celebrate their work, and finally create a classroom that is multiliterate.