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"The direction in which education starts a man, will determine his future life."
(Plato, n.d., cited in Reed, 1984, p.31)
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Introduction
In 2009 I commenced a Bachelor of Learning Management (Primary) at CQUniversity (CQU), determined "to understand why it is that some children make learning gains, while others do not, or at least not to the same extent" (Stockwell, 2011). The predominant driving force in this interest was my successful completion of a Certificate III in Education Support at Queensland Technical and Further Education (TAFE) in 2007, followed by my appointment as the Year 2 Net Intervention teacher aide at a rural, public primary school in 2008. Reflecting on my role in this capacity, my supervisor commented, "In many ways she (Anita) has already proven that she possesses the necessary qualities and dedication to be an inspiring and effective teacher..." (M.Gothmann, personal communication, 2010). Such support allowed me to 'dare' to aspire to a future in the teaching profession and armed with a tenacious desire to learn I embarked on my learning journey at CQU.
Now, as I complete my qualification, this assignment has provided me with a timely opportunity to reflect on that journey to date. Articulation of the professional skills that I have attained through this course of study and indeed recognition of my prior knowledge and the refinement of my existing skills, allows prospective employers to appreciate my personal and professional growth over the past three years. This assignment provides the ideal opportunity to illustrate my capacity to enter the teaching profession as "workplace ready" (Smith & Lynch, 2006, p. 19) and "futures orientated" (Smith & Lynch, 2006, p. 19).
Graduate Attributes
Successful completion of the Bachelor of Learning Management (Primary) programme at CQU provides graduates with certain generic skills. These ‘graduate attributes’ are described by CQUniversity (2010, p.1-2) as:
• Communication
• Information Literacy
• Team Work
• Information Technology Competence
• Problem Solving
• Critical Thinking
• Cross-cultural Competence
• Ethical Practice
In addition to these generic skills, study in the field of learning management at CQU instills ten degree specific skills in graduates which pertain to the following domains (CQUniversity, n.d., p. 25):
• Networks and Partnerships (N.P.)
• Futures (F.)
• Professional Knowledge (P.K.)
• Pedagogy (P.)
CQU (n.d., p. 25-45) describes these ‘graduate specific standards’ as:
• Construct intellectually challenging learning experiences for individuals and groups (P1)
• Structure inclusive and participatory learning experiences (P.2)
• Create safe and supportive learning environments (P.3)
• Contribute to language, literacy and numeracy development (P.4)
• Integrate information and communication technology to enhance learning (P.5)
• Monitor, assess and report on learning progress (P.6)
• Connect classroom experience with the world beyond school (P.7)
• Build and maintain effective networks and partnerships (N.P.1)
• Commit to professional practice (P.K. 1)
• Embed a futures orientation into practice (F.1)
(CQUniversity, n.d., pp. 25-45)
These degree specific skills as described by CQU reflect and encompass the ten ‘Professional Graduate Standards’ for beginning teachers recognised by the regulatory body Queensland College of Teachers (QCT). These are:
• Design and implement engaging and flexible learning experiences for individuals and groups (QCT S.1)
• Design and implement learning experiences that develop language, literacy and numeracy (QCT S. 2)
• Design and implement intellectually challenging learning experiences (QCT S. 3)
• Design and implement learning experiences that value diversity (QCT S. 4)
• Assess and report constructively on student learning (QCT S. 5)
• Support personal development and participation in society (QCT S. 6)
• Create and maintain safe and supportive learning environments (QCT S. 7)
• Foster positive and productive relationships with families and the community (QCT S. 8)
• Contribute effectively to professional teams (QCT S. 9)
• Commit to reflective practice and ongoing professional renewal (QCT S. 10)
(QCT, 2007, pp. 4-13)
The consistent relationship between CQU’s degree specific graduate standards and the QCT’s graduate standards is clear. In order to provide a concise account of the professional skills that I have developed during my three years as an undergraduate student at CQU, I will broadly address my ability to demonstrate these standards within the context of the generic skills previously described.
Communicaton
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Graduate Standard: Formulate and communicate views to develop an academic argument in a specific discipline (CQU, n.d., p. 1).
According to Lowrie & Higgs (2010, p. 13) “Communication is a dynamic process that individuals use to exchange ideas, relate experiences, make sense of situations or convey meaning, through a variety of forms, codes, and channels.” The importance of quality communicative skills within the profession of learning management cannot be overstated. Productive and appropriate communication between the Learning Manager (LM) and her students facilitates learning. In addition, LMs must be able to communicate effectively with their colleagues in a professional and supportive manner as well as maintaining open, cordial and positive relationships with their students’ families and indeed the wider community. Such forms of communication may occur in writing or verbally, in addition to the myriad of messages conveyed through facial expression, body language, proximity, voice tone and gesture, whether intended or not. Communication may be formal or informal and may involve traditional forms such as letter writing or compiling written reports, along with more ‘modern’ methods of communication, facilitated by digital tools including social networking software.
As an individual with a passionate interest in literacy (Stockwell, 2011), I have always sought to maintain the highest standards of communication, both as a student myself, as a parent and as a role model for the learners in my classroom. This is evidenced by the consistently high grades I have maintained throughout my years of study and by the comments provided by my lecturers. Referring to a written unit of work for a Year 3 cohort, Ambrosetti (personal communication, 2009) stated, “Well explained! You have made excellent and explicit connections…” Commenting on an assignment submission Sprenger (personal communication, 2010) claimed “You have included thorough yet concise detail about the lesson…”.
Similarly, my university results reflect strong numeracy skills. I have demonstrated a very high level of personal competency in this key learning area, achieving a High Distinction grade on testing to a Year 10 standard. This was conducted during my completion of an elective mathematics subject at CQU ('EDED19329 - Fundamental Structures of School Maths I'). According to the Department of Education, Science and Training (DEST) (2006, p. 14), "numeracy...much like language...underpins an individual's ability to communicate".
With reference to professional, collegial communication, my supervisor noted “Professional conversations were often sparked by Anita’s questions and were keenly clarified or debated by other staff members” (J. Coppo, personal communication, 2011). With regard to communication with students my mentor stated “Wonderful, in-depth listening to students to ensure you understood their suggestions, valued them and provided positive encouragement” (P. Roberson, personal communication, 2010).
My practicum experiences have served to strengthen the well developed communication skills I have attained through a long working career in a variety of vocations, each with elements of customer service. In more recent years I have also successfully convened a variety of community events including a school fete. This required negotiation with a variety of stakeholders to ensure all desired outcomes were achieved. My proven ability to engage with a wide range of community members successfully when required is a strength I am keen to employ in my classroom in order to improve opportunities and enhance learning outcomes for my future students.
Information Literacy
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Graduate Standard: Interpret and analyse information from a variety of sources to address a discipline-specific task (CQU, n.d., p. 1).
In this age of the information society, information literacy skills are vital (McMillan & Weyers, 2006). As previously stated, I firmly believe that literacy should be a fundamental outcome of education and information literacy is just one component of what the term ‘literate’ encompasses in today’s world (Winch, Johnston, March, Ljungdahl & Holliday, 2006). Commenting on my personal competency in this area a lecturer stated “This is an engaging and professional presentation drawing on a broad range of sources across policy, scholarly research and your own survey data…” (J. Sprenger, personal communication, 2010).
In seeking to provide engaging learning experiences that promote learning outcomes for all of my students I carefully consider and analyse the intended learning outcomes and endeavour to source a wide range of relevant material to assist in delivering lessons and to support student learning. This requires a thorough understanding of policy and curriculum and an ability to locate quality resources. This is evidenced in my tutor’s comments, stating “... (you) have consulted with curriculum documents” and “you have put a great deal of thought into what you are doing and how you are going to achieve this” (K. Lewis, personal communication, 2010). Similarly, Knight (personal communication, 2011) reported, “Your work evidences thorough research and skillful application for your cohort.”
My information literacy skills have allowed me to plan “…an innovative and stimulating science unit” (C. Flint, personal communication, 2010) and learner “…tasks that are authentic, engaging and original” (J. Sprenger, personal communication, 2010). During practicum this has allowed me to demonstrate “…an excellent understanding of content and pedagogy to sequence suitable lessons” (J. Coppo, personal communication, 2011). I look forward to working with my future students to ensure their own information literacy skills are well developed.
On a further note, I have successfully completed an Associate Diploma in Applied Science and subsequently worked in nature conservation. As a result of study and engagement in the key learning areas (KLAs) of Science and Studies of Society and Environment (SOSE) I possess strong scientific literacy skills and I feel very confident in my ability to engage students in quality and appropriately scaffolded learning experiences in these KLAs.
Team Work
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Graduate Standard: Evaluate own strengths and weaknesses as a leader/team member, and/or autonomously working in a team context (CQU, n.d., p.1).
A common element in many of the subjects I have undertaken at CQU has been group work. This is in recognition of “…the importance of relationships with others in the workplace” (DEST, 2006, p. 16). Group assignments have provided me with the opportunity to act in a variety of group roles to ensure the successful completion of set tasks. These learning opportunities have promoted the development of my existing negotiation and conflict resolution skills, acquired through customer service and acting in a supervisory capacity. The ability of personnel to positively contribute to the productivity of the group is a key factor for employers in today’s competitive market (DEST, 2006). Education is pivotal in ensuring students develop the necessary skills to accommodate this and therefore secure future employment.
Reflecting my growing pedagogical knowledge my planning often features opportunities for my students to engage in cooperative group learning (Brady, 2006). This is an advantageous teaching strategy as Brady (2006, p.127) claims it “promotes effective communication…fosters positive interdependence…enhances…student engagement” and assists students to develop “…responsibility for their own learning” (Brady, 2006, p.127). The units I have prepared focus on authentic tasks with opportunities to engage with the wider community for real purposes, often in a local context. This requires that I collaborate with colleagues and community members to facilitate the learning opportunities for students.
Commenting on my professional engagement Coppo (personal communication, 2011) stated, “Anita was an enthusiastic, passionate member of staff; always planning the next parent/student interaction or event, promoting school/home link as vital.” Having high expectations of myself and aiming for self-improvement, reflective practice has been central to my learning journey. My mentor identified my reflective ability as a personal strength, declaring I maintained “a very high level of critical analysis of self-performance” (Roberson, personal communication, 2010).
Information Technology Competence
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Graduate Standard: Apply appropriate discipline-specific software to provide solutions to questions (CQU, n.d., p.2).
"If we teach today's students as we taught yesterday's, we rob them of tomorrow."
(Dewey, n.d., cited in Piontek & Conklin, 2009, p.3)
Study at CQU has precipitated my professional growth in the area of ‘Information and Communication Technologies’ (ICT) competence. In my first year, my diminished discomfort and frustration in accessing subject matter electronically directly correlated with my improving ICT skills! The course ‘Managing E-Learning’ (FAHE11001) has had a significant impact on my approach to learning and teaching in the 21st Century. I am now inspired by the opportunities ICT provide for learning in today’s classroom. I now recognise that ICT can be utilised to engage students (Prensky, 2005) whilst simultaneously fostering literacy skills (Ciccoricco & O’Steen, n.d.) and promoting learning. I also appreciate the role that ICT can play in combating geographic disadvantage for students in the rural and remote schools in which I aspire to work.
Throughout my study at CQU I have had the opportunity to develop webquests, wikis, blogs and websites for specific purposes. Commenting on a unit of work I designed, Petersen (personal communication, 2010) wrote, “purposeful use of online communication tools provides opportunity for students to collaborate with external networks”. Petersen (personal communication, 2010) further remarked “creative and inventive ideas for the use of the e-learning tools in your classroom.” Upon reviewing a webquest I had designed my lecturer (Aprile, personal communication, 2009) stated, “This is a very engaging webquest and clearly linked to the concept of sustainability while promoting higher order thinking and reflection. Well done.”
The importance of this graduate attribute is reflected in the teaching standards upheld by QCT. As a ‘digital immigrant’ and given the speed of innovation in digital technology, this is an area in which I will have to engage in frequent, quality professional development. I will endeavour to utilise a variety of ICT tools to deliver engaging and purposeful lessons to my future students. I will also work at providing opportunities for my students to develop new skills through the employment of ICT in the course of their daily lives. Part of my obligation in this area is ensuring students are aware of the risks inherent in being ‘online’ as well as their responsibilities. Providing those opportunities will require significant exploration (play!) of new technologies on my behalf. As a lifelong learner I look forward to the challenge!
Problem Solving
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Graduate Standard: Formulate strategies to identify, define and solve problems including, as necessary, global perspectives (CQU, n.d., p.2).
"Most people agree that the ability to engage in problem solving is fundamental to success in life."
(Marzano & Pickering, 2006, p.205)
Marzano and Pickering (2006, p. 205) define problem solving as the "the process of overcoming constraints or limiting conditions that are in the way of pursuing goals". I am a spouse and a parent with study and work commitments and I must negotiate these often conflicting interests on a daily basis. A return to fulltime work, especially in the challenging position of a graduate teacher, will only increase the demands on my time. Over the past three years I have at times struggled to maintain a balance between work, study and home life. This is a situation which I must carefully monitor as I commence my teaching career, in order to maintain optimum mental and physical health. I am determined to avail myself of the support networks offered in my future place of employment in an effort to manage the problem. Maintaining open and supportive relationships with my mentor and my peers will be important. I must also acknowledge the high expectations I have of myself in order to determine if the goals I have set for myself are realistic and achievable.
The ability to solve problems is recognised as a core educational outcome for today’s students and as such students need to be provided with opportunities to develop this skill, with the ultimate aim of being able to solve “…problems in unfamiliar contexts” (Smith, Lynch and Knight, 2007, p. 64). Designing tasks which promote higher order thinking, including problem solving and scaffolding the learning journey for students are fundamental professional skills for LMs. Commenting on a SOSE unit of work I had designed, my lecturer stated “…the culminating task is authentic, challenging and engaging for the year level, addresses the key questions…” (J. Sprenger, personal communication, 2010). Reviewing a technology unit I had written another lecturer remarked, “This has the potential to be a great unit with much problem-based learning” (R. Thrupp, personal communication, 2010).
Critical Thinking
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Graduate Standard: Reflectively evaluate and think creatively within the context of a specific discipline (CQU, n.d., p. 2).
"Thinking takes effort. Therefore, it needs to be taught overtly and specifically, practiced regularly and recognised and praised whenever it occurs."
(Frangenheim, 2006, p.5)
The term ‘critical thinking’ encompasses a range of productive habits of mind, intrinsic in the learning process (Marzano & Pickering, 2006, p.26). My ability to think critically was fostered during childhood as my family culture was one in which respectful debate and discussion on a wide range of topics was encouraged. This ability has greatly assisted my learning and provides the foundation for much of my responsibility as a teacher. This includes evaluating student learning in order to provide feedback and assess and report on it, as well as engaging in self-evaluation for the purpose of reflecting on and thus improving professional practice. I endeavour to embed opportunities for students to develop and practice these same skills in the lessons I prepare.
Reviewing peer feedback that I provided as part of a subject undertaken at CQU my lecturer (J. Sprenger, personal communication, 2010) wrote, “Your feedback is supportive and detailed and refers explicitly to elements of your classmates’ presentations. You have been helpful and constructive in your observations which consider the specific requirements of the task and the marking criteria”. When evaluating an assessment package I had prepared the lecturer (J. Sprenger, personal communication, 2010) wrote, “You have provided an appropriate reporting framework and have incorporated task specific information to report achievement across the range of learning areas in a clear and professional manner.” Feedback provided by a university lecturer (C. Knight, personal communication, 2010) in another subject stated, “Your evaluation was reflective and insightful.”
Cross-cultural Competence
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Graduate Standard: Operate effectively within a discipline context in a socially diverse global environment (CQU, n.d., p.2).
“It is from an inclusive education that students learn to respect and value difference and to develop productive processes for developing equity in their personal relationships and in their communities. Inclusive education is for everybody and is everybody’s business.”
(Education Queensland (EQ), 2005, p. 2)
Henderson (2008, p.75) observes “children arrive at school with diverse home and community experiences”. As a LM, I am fascinated by how an individual’s social and cultural heritage impact on learning and the implications of this for teaching practices. I enjoy the challenge of identifying the issues present and devising strategies to accommodate each student’s unique needs. Ashman and Elkins (2009, p.213) advise that “…the learning environment…content, process, methods, assessment, and resources” can be differentiated.
Having undertaken practicum in a multi age classroom (Year P-3), I have experienced firsthand the challenging task of addressing a variety of student needs in any given lesson. Commenting on my performance my mentor (P. Roberson, personal communication, 2010) stated, “Anita has worked exceptionally well and has developed her ability to develop a unit of work and implement in a multi age setting.” Another mentor (J. Coppo, personal communication, 2011) noted, “… (Anita) has developed an extensive repertoire of effective teaching strategies to cater for varied learning styles and needs.”
In addition to the core subject of ‘Managing Diversity’ (EDED11400), I have completed and elective subject ‘Understanding Inclusion in Education’ (EDED11444). Furthermore, as a result of my keen interest in Indigenous education, I have chosen to pursue this field, where possible, in other subjects. As a result of my engagement in these studies, my university lecturer (M. Parlato, personal communication, 2011) remarked, “… (Anita) has demonstrated a very strong knowledge of inclusion practices and managing diversity”. Whilst completing the elective subject ‘Second Language Teaching Methodologies’ (EDED11450), I thoroughly enjoyed working with an adult learner who had recently taken up Australian citizenship and who spoke English as a second language. Such practical experience in identifying and targeting the special needs of individual students has been demanding, rewarding and at times personally frustrating as my aspirations surpassed my professional knowledge, capabilities and available resources. Ultimately however, these experiences have served to fuel my desire to learn more about inclusive practice and continue to seek out opportunities to work with students with diverse needs.
As a student I have enjoyed writing SOSE and English units which require students to investigate cultural perspectives and recognise how these influence us as individuals. This is important given the multicultural nature of our society. Marsh (2008, p.287) contends such work assists students to “develop into empathic learners and empathic social participants”. For me, engaging students in such learning is both professionally and personally rewarding and I look forward to implementing similar units into my own classroom in the near future.
Ethical Practice
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Graduate Standard: Articulate an appropriate personal value system, in terms of social behaviour and civic responsibility (CQU, n.d., p.2).
By nature teaching is a complex profession, requiring the LM to consider the needs and interests of a diverse group of stakeholders concerned with ‘education’. This can be problematic and whilst policy and law provide certain guidelines and requirements to direct the LM, there is opportunity for conflict when the needs of some stakeholders can be seen to impact on the needs of other relevant parties. The LM must negotiate such dilemmas as part of her duties. Reviewing my assignment submission for the subject ‘Professional Knowledge in Context’ (EDED11404) my lecturer (L. Isdale, personal communication, 2011) remarked, “You have an extremely sophisticated sociological and philosophical understanding of your future work and its context and how that produces dilemmas of an ethical nature.”
As a professional educator, my primary focus will always be on the needs of each individual student (Smith, Lynch & Knight, 2007). However, whilst discharging my duties as a LM I must also consider how my own value system and life experience influence the learning in my classroom and the implications of this on individual students. Commenting on my ‘Personal Professional Philosophy’ my lecturer (L. Isdale, personal communication, 2011) stated, “You have a sophisticated understanding of the iterative nature of schooling and society and your role in enhancing your learner’s life-pathways.” My mentor (J. Coppo, personal communication, 2011) noted, “When designing her units of work, Anita carefully considers; safety factors, parental participation and provision for feedback to students.”
Conclusion: The Road Ahead
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As I reflect on my learning journey to date, I can clearly recognise my personal and professional growth over the last three years. What is also apparent is the sense of confidence I feel in my abilities as a CQU Bachelor of Learning Management graduate, to embark on a teaching career. I have worked hard at university and endeavoured to put that learning into practice on practicum placements in addition to acting in a voluntary capacity at my local primary school. However, I recognise that my learning journey is by no means at an end with the completion of my degree.
Rather, my graduation signals a new juncture in my learning journey. I will continue to develop those very skills and attributes that I have attained from my university education, including the ability to evaluate my own learning needs and design suitable solutions to meet those needs. I feel confident that although my role as a LM will be both demanding and at times difficult, the skills that I have attained at CQU have prepared me to not only cope, but thrive as I negotiate my way through my early years of teaching. I sincerely believe that these attributes will enable me to be a highly effective teacher to my future students and allow me to have a long, rewarding and happy career in the teaching profession. I look forward to the journey!
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References
Ashman, A. & Elkins, J. (Eds.). (2009). Education for inclusion and diversity. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW: Pearson Education Australia.
Ciccoricco, D. & O’Steen, B. (n.d.). Digital technology and English pedagogy: From traditional essays to a fabric of digital text. Retrieved from http://technorhetoric.org/13.1/praxis/ciccoricco-osteen/threat.htm
Commonwealth Department of Education, Science & Training (DEST). (2006). Employability skills: From framework to practice. Retrieved from http://www.training.com.au/documents/Employability%20Skills_From%20Framework%20to%20Practices.pdf
CQUniversity Australia. (n.d.) BLM graduate standards overview. Retrieved from http://content.cqu.edu.au/FCWViewer/getFile.do?id=26399
CQUniversity Australia. (2010). CQUniversity graduate attributes fact sheet. Retrieved from http://quality.cqu.edu.au/FCWViewer/getFile.do?id=32226
Education Queensland. (2005). Inclusive education statement- 2005. Retrieved from http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf
Frangenheim, E. (2007). Reflections on classroom thinking strategies (9thed). Loganholme, Queensland, Australia: Rodin Educational Publishing.
Henderson, R. (2008). A boy behaving badly: Investigating teachers’ assumptions about gender, behaviour, mobility and literacy learning. Australian Journal of Language and Literacy (31) 1. Norwood, SA, Australia: Australian Literacy Educators’ Association Ltd.
Lowrie, T., & Higgs, J. (2010).Theories of Communication. In R. Ewing, T. Lowrie, & J. Higgs (Eds.), Teaching & Communicating: Rethinking professional experiences (pp. 12-21). South Melbourne, Vic: Oxford University Press
Marsh, C. (2008). Studies of society and environment: Exploring the teaching possibilities. Frenchs Forest, NSW: Pearson Education Australia.
Marzano, L. & Pickering, D. (2006). Dimensions of learning teachers manual. (2nd ed.). Heatherton, VIC, Australia: Hawker Brownlow Education
Mcmillan, K., & Weyers, J. (2006). The smarter student. Essex, England: Pearson Education Ltd
Piontek, J. & Conklin, B. (2009). Blogs, wikis and podcasts, oh my! Huntington Beach, CA: Shell Education.
Prensky, M. (2005). “Engage me or enrage me”: What today’s learners demand. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Queensland College of Teachers. (2007). Professional standards for Queensland teachers (graduate level): A guide for use with pre-service teachers. Retrieved from http://www.qct.edu.au/Standards/documents/PSQT_GradLevel_v3_Web.pdf
Reed, J. (1984). Notable quotables. Chigago: World Book Encyclopedia Inc.
Smith, R., & Lynch, D. (2006). The rise of the learning manager: Changing teacher education. Frenchs Forest, NSW: Pearson Education Australia.
Smith, R., Lynch, D., & Knight, B.A. (2007). Learning management: Transitioning teachers for national and international change. Frenchs Forest, NSW: Pearson Education Australia.
Stockwell, A. (2011). Professional knowledge in context (EDED11404) assessment task 2: Personal professional philosophy. Unpublished.
Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children’s literature (3rd ed.). South Melbourne, VIC, Australia: Oxford University Press.
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