(Re)Defining literacy: how can schools define literacy on their own terms, and create a school culture that reflects that definition?

Hazel Bryan; Jo Westbrook

(Re)Defining literacy: how can schools define literacy on their own terms, and create a school culture that reflects that definition?

Hazel Bryan, Jo Westbrook

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Taking account of this, the chapter argues that schools are increasingly in a position to generate their own definitions of literacy, ones which will engage all staff, pupils and parents, and which are based on ‘best practice’ as this is derived from legislation, teachers’ expertise and the needs of society.

Original language	English
Title of host publication	Issues in English Teaching
Editors	Jon Davison, John Moss
Publisher	Routledge
Chapter	3
Pages	42-56
Number of pages	15
Edition	1
ISBN (Electronic)	9780203021514
ISBN (Print)	9780415206655 , 9780415206648
Publication status	Published - 16 Dec 1999
Externally published	Yes

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Cite this

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(Re)Defining literacy: how can schools define literacy on their own terms, and create a school culture that reflects that definition?

Abstract

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