Literacy Lexicon (2e) : 9781740098311

Literacy Lexicon (2e)

Published by
Pearson Australia
Available on demand
Title type

The Literacy Lexicon, second edition, is an invaluable Australian text for literacy and language education for students in the upper levels of education programs. It also has high relevance for practising teachers for their professional development.

Continuing the tradition of the first edition, this book explores current issues in the field through specialist essays with a respected team of contributors. It explores both new and established theories, definitions and applications of literacy education within the current educational environment. Covering reflection, pedagogy, discourse and social constructs, The Literacy Lexicon 2e critically examines recent trends in language and literacy education and provides practical methods of applying this new knowledge.

The Literacy Lexicon is designed for optimal use in partnership with its companion volume, The Literacy Labyrinth. The latter is available in a second edition in 2003 to complement this updated edition.

Table of contents

Part 1: Foundations

1.        Literacy and social minds (James Paul Gee)

2.        Critical literacies and cultural studies. (Allan Luke, Barbara Comber and Helen Grant)

3.        Making grammar relevant to students' lives (Beverly Derewianka)

4.        Literacy as engaging with new forms of life: the 'four roles' model (Peter Freebody and Allan Luke)Literacy, Culture and Technology.  (Colin Lankshear and Michele Knobel)


Part 2: Knowledge

5.        Building an inclusive classroom through explicit pedagogy: A focus on the language of teaching. (Christine Edwards-Groves)

6.        Examining Classrooms as Sites of Literate Practice and Literacy Learning. (Michele Anstey)

7.        Reflecting on Literacy Pedagogy, Classroom Planning and Practice.  (Michele Anstey and Geoff Bull)

8.        An investigation of the Pedagogy of Literature: Using Literature to Support Learning. (Geoff Bull)

9.        Strategies for Practising Multiliteracies. (Nea Stewart-Dore)


Part 3: Application

10.     Gender, Talk and Silence: Speaking and Listening in the Classroom. (Pam Gilbert)

11.     Reading, gender and culture in media discourses and texts. (Carmen Luke)

12.     Literacy Education and the New Technologies: Hypermedia or Media Hype (Chris Bigum and Bill Green)

13.     Categories and accounts in literacy research and education: Changing targets. (Peter Freebody and Carolyn Baker)


Part 4: Implementation

14.     Fiction for Young Adults. (Maurice Saxby)

15.     Literacy Assessment. (Christina E. Van Kraayenoord)

16.     Practices of literacy assessment in the classroom. (Christina E. Van Kraayenoord and Karen B. Moni)

New to this edition

All content has been significantly updated with new chapters and new contributors.
NEW - chapter on the influential 'Four Roles Model', written by Peter Freebody and Allan Luke, who translate their model into a teaching context.
NEW - chapter on technologies and new literacies Chapter 5 'Literacy, Culture and Technology' in addition to an updated Chapter 13 'Literacy Education and the New Technologies'.
NEW - chapter on 'Making Grammar Relevant to Students' Lives' which includes practical strategies.
NEW - chapter by Maurice Saxby, Chapter 15 'Fiction for Young Adults' adds a new dimension to the coverage of children's literature.

  • Increased focus on assessment with two chapters now available in Part Four to adequately reflect current issues.
  • Expanded discussions of new literacies and multiliteracies, and associated issues.
  • A focus upon literacy as a social practice throughout the text as a whole.
Features & benefits
  • Structured in Four Parts that mirrors and aids the learning process:
    - Part One: Foundations
    - Part Two: Knowledge
    - Part Three: Applications
    - Part Four: Implementation.
  • A Graphic Outline provides a visual conceptual overview of the content of each chapter.
  • Stimulus for Reflection at the conclusion of each chapter prompts critical thinking and reflection through the use of review questions