“Conditions of Literacy Learning”
Dr. Brian Cambourne
University of Wollongong in NSW, Australia
March 4, 2012, 7:00 p.m. EST/USA
(Convert to local time)
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GSU Student moderator: Christi Pace
Dr. Brian Cambourne, associate professor, is currently a Principal Fellow at the University of Wollongong in New South Wales, Australia. He started his career by teaching for fifteen years in a variety of small, mostly one-teacher schools. He has since become one of Australian’s most eminent researchers of literacy and learning. He was a post-doctoral Fellow at the Harvard Graduate School of Education; a Fulbright Scholar; Research Fellow at the Centre for Studies in Reading at the University of Illinois and Research Fellow at the Learning Centre at Tucson. Currently he is Associate Professor and head of the Language, Learning and Literacy Unit at the University of Wollongong. He began teaching for the NSW Department of Education in 1956 before moving into academic life where he has devoted his research to literacy learning and teaching. His major interest is in professional development for literacy education and he is committed to the idea of co-learning and co-researching with teachers. His national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association’s Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. Both awards recognize his long-term outstanding contribution over many years to education. In recognition of Dr. Brian Cambourne’s unique contribution to improving the pedagogy of English teaching in Australia and internationally, he was awarded PETAA (Primary English Teaching Association) Life Membership in September 2013.
A sampling of articles, presentations, and blog posts by or about Brian Cambourne:
Cambourne, B. (August, 2013). The conditions of learning revisited. Presented at Australian Literacy Educators’ Association Tas South, Howrah, Australia.
Cambourne, B. (2012, September 25). Why is reading education so pedagogically confused? [Web log comment]. Retrieved from http://morgridgeinternationalreadingcenter.wordpress.com/2012/09/25/why-is-reading-education-so-pedagogically-confused-by-brian-cambourne-university-of-wollongong/
Cambourne, B. (2002). The conditions of learning: Is learning natural?. Reading Teacher, 55(8), 758-762. Cambourne-IsLearningNatural
Cambourne, B. (2000). Conditions for literacy learning. Reading Teacher, 54(4), 414-417. Cambourne-ConditionsforLiteracyLearning
Taylor, D. (2001). A day in the life of Brian Cambourne: Teacher, activist, scholar. Language Arts, 79(2), 178-187. Taylor_CambourneTchrActivistScholar
Cambourne, B. (2000). Observing literacy learning in elementary classrooms: Nine years of classroom anthropology. Reading Teacher, 53(6), 512-515. Cambourne-ObservingLiteracyLearning in Elementary Classrooms
Cambourne, B. (1999). Explicit and systematic teaching of reading-a new slogan?. Reading Teacher, 53(2), 126-127. Cambourne-ExplicitSystematicTchgRdg
Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. Reading Teacher, 49(3), 182-190. Cambourne-TowardsEdRelevantTheoryLitLearning
Books by Brian Cambourne:
Geekie, P., Cambourne, B., & Fitzsimmons, P. (1999). Understanding Literacy Development. Trentham Books.
Cambourne, B. & Turbill, J. (Eds.). (1994). Responsive Evaluation: Making Valid Judgments About Student Literacy. Portsmouth, NH: Heinemann.
Cambourne, B. & Turbill, J. (1991). Coping with Chaos. Portsmouth, NH: Heinemann.
Cambourne, B. (1993). The Whole Story: Natural Learning & the Acquisition of Literacy in the Classroom. NY: Scholastic.
Brown, H. & Cambourne, B. (1990). Read and Retell: A Strategy for the Whole Language/Natural Learning Classroom. Portsmouth, NH: Heinemann.
Cambourne, B. (1984). Language, learning and literacy. Rigby.