Collaboration as Action Research: The Development of Genre-Based Literacy Programs Keynote for ALL Professional Development Day ANU June 2010 David Rose Linguistics & Education, University of Sydney

Indigenous tertiary students Writing assessed using text analysis, with 11 criteria (0-9 for each criterion) Average gain 30 points = junior secondary to matriculation/Yr 1

‘Closing the gap’ 2008 NSW results: top and bottom student cohorts averaged across all classes, Years K-9 growth = 21% (B to A) growth = 74% (E to C) gap = 83%gap = 47% E C B A

Generations of genre based pedagogies 1980s writing in the primary school Writing Project 1990s writing across the secondary curriculum Write it Right 2000s reading across the curriculum Reading to Learn

Generation 1: writing in the primary school

Teaching-learning cycle (from Rothery 1994)

significant life events – autobiographical recount stages in a life – biographical recount stages in history informing recounting - historical recount explaining - historical account histories staged in time one type of thing – descriptive different types of things - classifying parts of wholes - compositional reports describing things sequence of events – sequential multiple causes for one outcome – factorial multiple outcomes from one cause – consequential multiple outcomes from one cause - conditional explanations causes & effects evaluating evaluating a text or product – review interpreting message – interpretation challenging message – critical response text responses appreciating critiquing an academic text – critical review interpreting multiple texts – literature review literary academic single text multiple supporting one point of view – exposition discussing two or more points of view - discussion arguments persuading hortatory analytical simple complex how to do an activity - procedure what to do and not to do – protocol prospective proposing procedural simple complex rules/regulations laws/legislation strategic plan educational activity – experiment/observation report industrial activity – technical note academic activity – research article institutional activity – case study retrospective recounting conditional technical commercial legal medical social

Working with Discourse Chapter 1 Interpreting social discourse Chapter 2 APPRAISAL - negotiating attitudes Chapter 3 IDEATION - construing experience Chapter 4 CONJUNCTION - connecting events Chapter 5 IDENTIFICATION – tracking participants Chapter 6 PERIODICITY – information flow Chapter 7 NEGOTIATION - interacting in dialogue

The reading and writing task

Complexity of the language task

Integrated approach

Generations of scaffolding reading pedagogies 1980s reading stories in early primary Reading Recovery 1990s reading stories in middle/upper primary Accelerated Literacy 2000s reading across the curriculum Reading to Learn

Theoretical foundations Reading to Learn Social learning theory - Vygotsky Pedagogic discourse - Bernstein Educational linguistics - Halliday & Martin

Pedagogic genre pedagogic relations: success/failure, inclusion/exclusion pedagogic activities: doing/ studying pedagogic modalities: spoken, written visual, manual projecting instructional field: knowledge & skills

Pedagogic activity: scaffolding learning cycles

Curriculum programs Lesson activities Classroom interactions Scales of activity

Scaffolding lesson cycles: degrees of support

Providing three levels of support in lectures: Level 1 Course programming

Level 2 Lecture activities

Level 3 Teacher-student interactions

1 Curriculum unit from Core Science 1

2 Lesson unit

3 Detailed Reading

Rewriting from Notes

References Most of these papers and reports can be downloaded at Carbines, R., Wyatt, T. & Robb, L Evaluation of the Years 7-10 English Aboriginal Support Pilot Project, Final Report. Sydney: Office of the NSW Board of Studies 10/evaluation-of-the-project Christie, F. (1993) Curriculum Genres: planning for effective teaching. In Cope, B. & Kalantzis, M. (eds.) The Powers of Literacy: a genre approach to teaching writing. London: Falmer, Culican, S. (2006) Learning to Read: Reading to Learn, A Middle Years Literacy Intervention Research Project, Final Report Catholic Education Office: Melbourne. and Seminar Papers Koop, C. and Rose, D. (2008) Reading to Learn in Murdi Paaki: changing outcomes for Indigenous students. Literacy Learning: the Middle Years 16: McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J., Woods, D. and Zbar, V. (2000). What has Worked, and Will Again: the IESIP Strategic Results Projects. Canberra: Australian Curriculum Studies Association, (current 2009) Martin, J.R. (2006). Metadiscourse: Designing Interaction in Genre-based Literacy Programs, in R. Whittaker, M. O'Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum, Martin, J.R. & Rose, D. (2005). Designing literacy pedagogy: scaffolding asymmetries. In R. Hasan, C.M.I.M. Matthiessen and J. Webster (eds.) Continuing Discourse on Language. London: Equinox, Martin, J.R. & Rose, D. (2007a). Working with Discourse: meaning beyond the clause. London: Continuum (1st edition 2003) Martin, J. R. & Rose, D. (2007b). Interacting with Text: the Role of Dialogue in Learning to Read and Write, Foreign Languages in China. 4 (5): Martin, J.R. & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox Rose, D. (1999) ‘Culture, Competence and Schooling: Approaches to Literacy Teaching in Indigenous School Education’, in F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes. London: Cassell. pp Rose, D. (2004). Sequencing and Pacing of the Hidden Curriculum: how Indigenous children are left out of the chain. In J. Muller, A. Morais & B. Davies (eds.) Reading Bernstein, Researching Bernstein. London: RoutledgeFalmer, Rose, D. (2005). Democratising the Classroom: a Literacy Pedagogy for the New Generation. Journal of Education, 37: (current 2009)

Rose, D. (2006a). Scaffolding the English curriculum for Indigenous secondary students: Final Report for NSW 7-10 English Syllabus, Aboriginal Support Pilot Project. Sydney: Office of the Board of Studies ed.boardofstudies.nsw.edu.au/go/english-literacy-7-10/evaluation-of-the-project Rose, D. (2006b) Literacy and equality. A. Simpson (ed.) Proceedings of Future Directions in Literacy Conference. University of Sydney 2006, Rose, D. (2006c). Reading genre: a new wave of analysis. Linguistics and the Human Sciences 2(2),185–204 Rose, D. (2007). A reading based model of schooling. Pesquisas em Discurso Pedagógico, 4: 2, Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. Myhill, D., D. Beard, M. Nystrand & J. Riley Handbook of Writing Development. London: Sage, 2008, Rose, D. and Acevedo, C. (2006) ‘Closing the Gap and Accelerating Learning in the Middle Years of Schooling’, Australian Journal of Language and Literacy. 14(2): Rose, D., Gray, B. & Cowey, W. (1999). Scaffolding Reading and Writing for Indigenous Children in School. In P. Wignell (ed.) Double Power: English literacy and Indigenous education. Melbourne: National Language & Literacy Institute of Australia (NLLIA), Rose, D., Lui-Chivizhe, L., McKnight, A. and Smith, A. (2004) ‘Scaffolding Academic Reading and Writing at the Koori Centre’ Australian Journal of Indigenous Education, 30th Anniversary Edition, Rose, D., Rose, M., Farrington, S and Page, S. (2008) Scaffolding Literacy for Indigenous Health Sciences Students. Journal of English for Academic Purposes 7 (3),