REFERENCES

=REFERENCES =

Comber, B. (2003). Critical literacy: What does it look like in the early years? In //Handbook of early childhood literacy// (pp. 355-368). London: SAGE Publications Ltd.

 Dooley, K. (2008). Multiliteracies and pedagogies of new learning for students of English as an additional language. In A. Healy (Ed.), //Multiliteracies and diversity in education// (pp. 102-125). South Melbourne, VIC: Oxford University Press.

Jones, G. (2005). Literary theory in the middle years classroom: Challenges for students and teachers. //Primary & Middle Years Educator, 3 (1)//, 3-8. Retrieved from http:// //web.ebscohost.com.ezproxy.usq.edu.au/ehost/detail?sid= 8c6db363-12c4-4517-9ad0-87ff4e4c139a%40sessionmgr13&vid=4&hid= 10&bdata=JnNpdGU9ZWhvc3Qt bGl2ZQ%3d%3d#db=anh&AN=16960391//

//﻿ Rush, L. (2005). First steps towards a full and flexible literacy: Case studies of the four resources model. //Literacy Research and Instruction, 43 (3)//, 37-55. Retrieved from http://// web.ebscohost.com.ezproxy.usq. edu.au/ehost/detail?sid =0b3e9474-8ddc-4e78-9578-08eefafc7e29%40sessionmgr15&vid=4&hid =10

﻿//﻿//Ryan, M. (2008). Engaging middle years students: Literacy projects that matter. //Journal of adolescent and adult literacy: A journal from the International Reading Association, 52 (3)//, 190-201. Retrieved from http:// web.ebscohost.com.ezproxy.usq.edu.au/ehost/detail?sid=d26a95e9-b386-4f63-a7bb-b72127be22d3%40sessionmgr11&vid=1&hid=21& bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=35405712

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