Peter Freebody
Peter Freebody is Professor in the Faculty of Education and Director of the Centre for Literacy and Language Education Research at Griffith University. His research and teaching interests are: literacy education; state and commonwealth policy on literacy; interaction analysis with a particular focus on disadvantage, health and literacy; and research methodology.
His books include:
Children's First School Books: Introduction to the Culture of Literacy.
(with C. Baker; Blackwell).
Knowledge, Culture and Power: International Perspectives on Literacy as Policy and Practice.
(ed. with A.R Welch; Taylor and Francis).
Australian Literacies: Informing National Policy on Literacy Education.
(with J. LoBianco; Language Australia).
Constructing Critical Literacies.
(ed. with S. Muspratt and A. Luke; Hampton Press).
Difference, Silence, and Textual Practice: Studies in Critical Literacy.
(ed. with S. Muspratt and B. Dwyer; Hampton Press).Some other selected publications are:
(1998). Findings from the literacy scandal: 'disconcert, tremulousness, and meditation'.
English in Australia 122: 10-14.(1998) with D. Power. Adult literacy by hand and eye: lessons from the AUSLAN classroom.
Australian Journal of Education of the Deaf 4: 5-9.(1999). Literacy education in Australia and New Zealand.
In: D. Wagner, R.L. Venezky and B.V. Street (eds), Literacy: An International Handbook. Boulder and Oxford: Westview Press, 440-444.(1999). Theorising new literacies in and out of school.
International Association of Applied Linguistics, Scientific Commission on Literacy.(1999) with J. Freiberg. Health-literacy and social practice: response to Nutbeam.
Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults 9: 57-66.(1999) with P. Gilbert. Research into language and literacy.
In: J.P. Keeves and K. Marjoribanks (eds), Australian Education: Review of Research, 1965-1998. Melbourne: Academy of the Social Sciences in Australia/ACER Press, 145-169.(1999) with A. Luke. A map of possible practices.
Practically Primary: Resources for Reading 4: 5-8.(1999) with A.Luke. Further notes on the four resources model.
US Reading On-Line.(2000) with J. Freiberg. Public and pedagogic morality: the local orders of instructional and regulatory talk in classrooms.
In: S. Hester and D. Francis (eds), Local Educational Order: Ethnomethodological Studies of Knowledge in Action. Amsterdam: John Benjamins, 141-162.(2000) with P. Herschell. The interactive assembly of social identity: the case of latitude in classroom talk.
International Journal of Inclusive Education 4: 43-61.(2000) with B.A. Knight and C.A. McDiarmid. A comparison of whole-language and genre approaches to literacy education.
In B.A. Knight and L. Rowan (eds), Researching Futures Oriented Pedagogy. Flaxton: Post Press-ed, 107-132.(2000) with I. Wilkinson and J. Elkins. Reading research in Australia and Aotearoa/New Zealand.
In: S. Kamil, P.B. Mosenthal, P.D. Pearson and R. Barr (eds), Handbook of Reading Research Vol. 3. Hillsdale: Lawrence Erlbaum, 3-16.(2001) with H. Austin. Assembling and assessing the 'child-student'.
Journal of Curriculum Studies 33: 535-550.(2001) with H. Austin and B. Dwyer. Methodological issues in analysing talk and text: the case of childhood in and for school.
In: A. McHoul and M. Rapley (eds), How to Analyse Talk in Institutional Settings: A Casebook of Methods. London: Continuum, 186-198.(2001) with D. Power. Interviewing deaf adults in postsecondary educational settings: stories, cultures, and life-histories.
Journal of Deaf Studies and Deaf Education 6: 130-141.(2001) with J. Freiberg. Re-discovering practical reading activities in schools and homes.
Journal of Research in Reading 24: 222-234.