Scaffolding understanding of tables and graphs

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    The literacy demands of tables and graphs are different from those of prose texts such as narrative. This paper draws from part of a qualitative case study which sought to investigate strategies that scaffold and enhance the teaching and learning of varied representations in text. As indicated in the paper, the method focused on the teaching and learning of tables and graphs with use of Freebody and Luke’s (1990) four resources model from literacy education.
    Original languageEnglish
    Pages (from-to)15-21
    Number of pages7
    JournalLiteracy Learning: The Middle Years
    Volume22
    Issue number2
    Publication statusPublished - 2014

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    title = "Scaffolding understanding of tables and graphs",
    abstract = "The literacy demands of tables and graphs are different from those of prose texts such as narrative. This paper draws from part of a qualitative case study which sought to investigate strategies that scaffold and enhance the teaching and learning of varied representations in text. As indicated in the paper, the method focused on the teaching and learning of tables and graphs with use of Freebody and Luke’s (1990) four resources model from literacy education.",
    author = "Lorna Quinnell",
    year = "2014",
    language = "English",
    volume = "22",
    pages = "15--21",
    journal = "Literacy Learning: The Middle Years",
    issn = "1320-5692",
    publisher = "Australian Literacy Educators' Association",
    number = "2",

    }

    Scaffolding understanding of tables and graphs. / Quinnell, Lorna.

    In: Literacy Learning: The Middle Years, Vol. 22, No. 2, 2014, p. 15-21.

    Research output: Contribution to journalArticleResearchpeer-review

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    AB - The literacy demands of tables and graphs are different from those of prose texts such as narrative. This paper draws from part of a qualitative case study which sought to investigate strategies that scaffold and enhance the teaching and learning of varied representations in text. As indicated in the paper, the method focused on the teaching and learning of tables and graphs with use of Freebody and Luke’s (1990) four resources model from literacy education.

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