Dr. Allan Luke
Queensland University of Technology
“Critical Literacy, School Improvement, and the Four Resources Model”
October 7, 2012
7:00 p.m. EST/USA
Student Host: David Brown
Dr. Allan Luke is an educator, researcher, and theorist studying multiliteracies, linguistics, family literacy, and educational policy. He currently is an emeritus professor at Queensland University of Technology in Brisbane, Australia. Dr. Luke has written or edited over 14 books and more than 140 articles and book chapters. Along with Peter Freebody, Dr. Luke originated the Four Resources Model of literacy education. Dr. Luke and Peter Freebody introduced the Four Resources Model in literacy education. This model posits that to be a fully literate citizen, a person needs coding competence, semantic competence, pragmatic competence, and critical competence. None of these resources is sufficient by itself but that each is essential. Further, the resources are not meant to indicate a sequence of instruction. Different resources should be present in instruction in varying amounts, depending upon the needs of the students. Dr. Luke has also stated that critical competence, far from being an upper level topic, can begin to be developed in year one of education and before.
Below is a sample listing and links to of some of Dr. Luke’s publications:
Luke, A. (2013). Online explicit and direct instruction. The Australian Educator, Summer. (In Press).
Brader, A., Luke A., Klenowski, V., Connolly, S. & Behzadpour, A. (2013). Designing online assessment tools for disengaged youth. International Journal of Inclusive Education. Retrieved on December 17, 2013 from http://eprints.qut.edu.au/61847/
Brader, A., & Luke A. (2013). Re-arranging marginalized youth through digital music production: performance, audience and evaluation. Pedagogies: An International Journal, 8(3), 197-214.
Luke, A., Woods, A. & Weir, L. (2012) Curriculum, syllabus design and equity. London, England: Routledge.
Luke, A., Woods, A., Weir, K. (Eds.) (2012). Curriculum, Syllabus Design and Equity: A Primer and Model. Routledge.
Luke, A. (2011). Generalizing across Borders: Policy and the Limits of Educational Science. Educational Researcher, 40(8), 367-377.
Luke, A., Dooley, K., & Woods, A. (2011). Comprehension and Content: Planning Literacy in Low Socioeconomic and Culturally Diverse Schools. Australian Educational Researcher, 38(2), 149-166.
Luke, A., Green, J., & Kelly, G.J. (Eds.) (2010). What Counts as Evidence in Educational Settings?: Rethinking Equity, Diversity, and Reform in the 21st Century. Sage.
Luke, A. (2010). Documenting Reproduction and Inequality: Revisiting Jean Anyon’s “Social Class and School Knowledge”. Curriculum Inquiry, 40(1), 167-182.
Moje, E., & Luke, A. (2009). Literacy&Identity: Examining the Metaphors in History and Contemporary Research. Reading Research Quarterly, 44(4), 415-437.
Luke, A., Luke, C., & Graham, P. (2007). Globalization, Corporatism, and Critical Language Education. International Multilingual Research Journal, 1(1), 1-13.
Luke, A., & Freebody, P. (1999). Further Notes on the Four Resources Model.