Developing Literacy in the Secondary Classroom


Georgina Barton & Gary Woolley

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  • Front Matter
  • Back Matter
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    About the Authors

    Dr Georgina Barton is a senior lecturer in the School of Education and Professional Studies at Griffith University, Brisbane, Australia. She is also the Program Director of the Bachelor of Secondary Education and lectures in English and literacy education. Previous to this role Georgina taught in schools for over 20 years including teaching English in South India. She has experience as an Acting Principal, Lead Teacher in literacy and numeracy and has been responsible for whole school literacy planning. She also has extensive experience in teaching the Arts from Prep-Year 12 and in tertiary contexts. Her research interests include: English and literacy education, multimodalities, arts and music education and teacher education with a focus on international students. She has published widely in these areas including an edited book titled: Literacy in the Arts: Retheorising Learning and Teaching, published with Springer.

    Dr Gary Woolley is an adjunct senior research fellow with Griffith Institute of Educational Research at Griffith University. Gary’s particular professional interests include reading comprehension difficulties, memory, cognition, learning engagement and English as a second language. He has had a broad teaching experience in public and private school systems for over 30 years. During this time Gary taught in both primary and secondary school contexts and was a learning support teacher working with students with diverse needs. Gary has received a number of awards in recognition for his research and publications in the field of literacy and learning difficulties and for the development of the COR Literacy Framework. Author’s blog: http//


    The authors would like to thank the staff at SAGE for their advice and support. They appreciate the continued encouragement and assistance from their spouses, Helen and Robert, especially during the writing process. Finally, they would like to acknowledge the support from Griffith University and the University of the Sunshine Coast.

    SAGE and the authors would like to thank the following reviewers whose comments on the proposal helped shape this book:

    • Paul Grover, Charles Sturt University
    • Garth Stahl, University of South Australia
    • Judith Kneen, Newman University, Birmingham
    • Marcello Giovanelli, University of Nottingham
  • References

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