Conceptualising a Literacy Education Model for Junior Secondary Students: The Spatial and Reflective Practices of an Australian School

Y

9

Junior High School Students; Literacy Education; Outcomes of Education; Interviews; Reflection; Transformative Learning; Student Needs; Foreign Countries; Faculty Development; Reflective Teaching; Focus Groups; Referral; Principals; National Curriculum

0155-2147

Evidence suggests that increasingly young adolescents are finishing school with poor literacy skills limiting their access to further education, training and employment. This has lifelong effects in terms of their economic participation and health and wellbeing. This paper examines the spatial practices of one school's approach to improving literacy outcomes for its Years 8 and 9 students, in order to increase positive pathways after school. It shows how staff at this school have begun to work collaboratively with each other and community members in trying to address the reading needs of their students. Using the conceptual frameworks of spatial theory and reflection the paper will share the conceived and perceived spatial practices of staff identified in interview data. We argue that when ongoing reflective practice occurs potential transformative or "third space", practices result; ensuring positive literacy learning outcomes for all students.

As Provided

31

2016

EJ1111678