Literacy learning for the 21st Century: An investigation of literacy practices within the inquiry learning program of the International Baccalaureate Primary Years Program

Over the past two decades, growing international acceptance of the need to prepare students for participation in knowledge-based economies has been mirrored by new conceptualizations of the complex range of literacy skills needed for effective social participation in a rapidly-changing world. Inquiry learning is a transdisciplinary pedagogical approach which can promote the 21st century skills of problem-solving, critical thinking and collaboration, and may support the acquisition of complex literacy skills. However, the limited available data on literacy learning within transdisciplinary inquiry focuses on performance in standards-based assessments, and there are few studies of contextualized literacy learning. The International Baccalaureate Primary Years Program (IB PYP) takes a comprehensive approach to transdisciplinary inquiry, and has a strong record in literacy achievement as measured by standardized tests, but there are as yet no observational studies of the complex literacy practices embedded in IB PYP inquiry learning.
This project is framed by a sociocultural perspective and aims to capture detailed, in-depth accounts of situated literacy learning in order to provide insights about effective pedagogies for teaching literacy within transdisciplinary inquiry. Three explanatory case studies will be conducted in upper primary classrooms in IB PYP schools with differing characteristics: a government and an independent school in Melbourne, and an international school in Europe. Multiple facets of learners’ experience and the role of learning contexts will be examined through a variety of data sources including classroom observations; analysis of student work and planning documents; and interviews with teachers and students. Data will be analyzed using sociocultural discourse analysis, and coded to identify emerging themes related to key sociocultural learning constructs.

Date: Friday, 19th October 2018
Time: 2.30pm to 4.30pm
Location: Room s328, Building 24

PANEL: Associate Professor Karen Moni, Dr Kate McLay
Principal Advisor: Dr Linda-Dianne Willis
Associate Advisor: Dr Louise Phillips

About HDR Confirmation Seminars

The Confirmation Seminar is the first public presentation in the UQ milestone process.

Staff and students are urged to attend to support your colleagues at this first outing of their project.




Building 24