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Scaffolding Academic Reading and Writing at the Koori Centre

Published online by Cambridge University Press:  22 July 2015

David Rose ,
Leah Lui Chivizhe ,
Anthony Mcknight  and
Arthur Smith
David Rose
Affiliation:
Faculty of Education, University of Sydney, New South Wales, 2006, Australia
Leah Lui Chivizhe
Affiliation:
Koori Centre, University of Sydney, New South Wales, 2006, Australia
Anthony Mcknight
Affiliation:
Koori Centre, University of Sydney, New South Wales, 2006, Australia
Arthur Smith
Affiliation:
Koori Centre, University of Sydney, New South Wales, 2006, Australia
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Abstract

This paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 32 , 2003 , pp. 41 - 50
Copyright
Copyright © Cambridge University Press 2003

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