摘要：In this article,I will provide a short historical account of curriculum shifts that have been dominated by discourses of reading and writing,in a context of standardised achievement,to one of multiliteracies and participation in a global world.I will critique notions of literacy divorced from its social context,and offer ideas that help teachers understand the ways in which a focus on helping their
分类：期刊> 人文社会科学> 社会科学II> 初等教育
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