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Publisher: RMIT Publishing   (Total: 403 journals)

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Showing 1 - 200 of 403 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 11)
Aboriginal Child at School     Full-text available via subscription   (Followers: 4)
About Performance     Full-text available via subscription   (Followers: 9)
Access     Full-text available via subscription   (Followers: 25)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 10)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 13)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 16, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 19)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 2)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 3)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.102, h-index: 8)
Agricultural Science     Full-text available via subscription   (Followers: 5)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 8, SJR: 0.102, h-index: 5)
AlterNative: An Intl. J. of Indigenous Peoples     Full-text available via subscription   (Followers: 7)
Analysis     Full-text available via subscription   (Followers: 4)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 1)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 2)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4, SJR: 0.101, h-index: 11)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 4)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 8, SJR: 0.18, h-index: 27)
AQ - Australian Quarterly     Full-text available via subscription   (Followers: 1)
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 11)
Art Monthly Australia     Full-text available via subscription   (Followers: 8)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 8, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 1)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 7)
Australasian Drama Studies     Full-text available via subscription   (SJR: 0.101, h-index: 2)
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 4, SJR: 0.174, h-index: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 4, SJR: 0.115, h-index: 3)
Australasian J. of Human Security, The     Full-text available via subscription   (Followers: 3)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 9)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 2)
Australasian Law Management J.     Full-text available via subscription   (Followers: 7)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 2)
Australasian Music Research     Full-text available via subscription   (Followers: 2)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 38)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 9, SJR: 0.109, h-index: 6)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 4)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Archaeology     Full-text available via subscription   (Followers: 12, SJR: 0.491, h-index: 15)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 2)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 2)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 2, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 3, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 3)
Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 3)
Australian Holstein J.     Full-text available via subscription  
Australian Humanist, The     Full-text available via subscription   (Followers: 5)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 16)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 25)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 12, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 9, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 5)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 10)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.17, h-index: 3)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 5, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 6, SJR: 0.1, h-index: 5)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.109, h-index: 7)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 3, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 19)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.129, h-index: 4)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1, SJR: 0.122, h-index: 5)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 3)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 5)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 1)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 6, SJR: 0.178, h-index: 20)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.296, h-index: 8)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 6, SJR: 0.226, h-index: 9)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 1)
Australian J.ism Review     Full-text available via subscription   (Followers: 7)
Australian Life Scientist     Full-text available via subscription   (Followers: 2, SJR: 0.1, h-index: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 4)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Tax Forum     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Australian Voice     Full-text available via subscription   (Followers: 3)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 5)
Bioethics Research Notes     Full-text available via subscription   (Followers: 14)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 5)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 14, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 2)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.143, h-index: 10)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 6)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 7)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 5)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.567, h-index: 27)
Communication, Politics & Culture     Open Access   (Followers: 12)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 1)
Connect     Full-text available via subscription  
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 6)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 11)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 13, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 14)
Culture Scope     Full-text available via subscription   (Followers: 2)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 9)
Dance Forum     Full-text available via subscription   (Followers: 2)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 14)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 19)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 9)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 14)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 10)
Educational Research J.     Full-text available via subscription   (Followers: 15)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 2)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.19, h-index: 6)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 4)
Eureka Street     Full-text available via subscription   (Followers: 4)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 13, SJR: 0.259, h-index: 8)
Federal Law Review     Full-text available via subscription   (Followers: 20)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription  
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 4)
Fourth World J.     Full-text available via subscription  
Frontline     Full-text available via subscription   (Followers: 17)
Future Times     Full-text available via subscription   (Followers: 1)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription  
Geographical Education     Full-text available via subscription   (Followers: 3)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 7)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
Globe, The     Full-text available via subscription   (Followers: 4)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 8)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 10)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription  
Headmark     Full-text available via subscription   (Followers: 1)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 1)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 10, SJR: 0.606, h-index: 19)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 3)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 10)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 7)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 1, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 24)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 13)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 3)
Inside Film: If     Full-text available via subscription   (Followers: 8)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 12)
Instyle     Full-text available via subscription   (Followers: 1)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 7)
Interaction     Full-text available via subscription   (Followers: 3)

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Journal Cover Australian Journal of Language and Literacy, The
  [SJR: 0.399]   [H-I: 9]   [3 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1038-1562
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 40 Issue 2 - Notes for authors
    • PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 2 - Teachers' selection of texts for Pasifika students in
           New Zealand primary schools
    • Abstract: Jesson, Rebecca; Parr, Judy
      In this article we explore teachers' beliefs regarding effective text for Pasifika students, a group at risk of underachieving nationally. We report the features of texts that teachers consider important when selecting texts for their Pasifika students. Primary school teachers (N = 11) were purposively selected for their demonstrated effectiveness in supporting Pasifika students' achievement in literacy. Teacher nominations and explanations of effective and less effective texts for Pasifika students were presented at small focus group discussions, and led to conversations about how teachers used those texts. Subsequently, a sample of text nominations was independently analysed and the results considered alongside reported beliefs. Findings suggest teachers draw on interactions between their knowledge of texts, their knowledge of students and curricular goals. Teachers' selections were largely instructional readers, most often narrative in structure. Teachers reported constraining the challenges of text for Pasifika students, to create controlled conditions for a focus on the learning of target skills. We explore the implications of teachers' choices of texts for literacy development, including the unintended risks of those instructional choices. The possibilities for learning and the constraints created through the selection of text for immediate short term goals are considered in terms of students' textual diet and their literacy development over time.

      PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 2 - IRE and content area literacies: A critical analysis
           of classroom discourse
    • Abstract: Friend, Lesley
      This article draws on a research project undertaken in a state secondary school that explored ways of engaging students in the content area of science. The paper argues that high school teachers teaching in specialist areas can better cater for student needs through attention to a pedagogy that is literacy focused. This is particularly relevant in content area subjects in the secondary school where many teachers have not had access to pre-service literacy training and, traditionally, teaching approaches have been content focused. Moreover, contemporary schools are now places characterised by linguistic, cultural and social diversity and coupled with Australia's push for STEM (science, technology, engineering and mathematics), it is helpful if science teaching incorporates productive (student engagement) and inclusive (student diversity) approaches. A discursive analysis of classroom talk excerpts from three science lessons is used to make comparisons: one from early in the project where the nature of science teaching was investigated and two as a result of findings from investigating the first. The talk was coded using an IRE (initiation-response-evaluation) structure to show how student activity and engagement increased as a result of a pedagogical change. The findings of this research have implications for the way content areas are taught in some secondary schools.

      PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 2 - Examining the examiners: The state of senior secondary
           English examinations in Australia
    • Abstract: Anson, Daniel WJ
      This paper investigates the language of examination reports for senior secondary English courses in New South Wales, Victoria, and South Australia. A combination of Legitimation Code Theory (LCT) and Systemic Functional Linguistics (SFL) is used to examine the types of knowledge and knower that are valued in examinations; and how language is used to describe successful and less successful writing, and the candidates who produce these texts. The analysis suggests that subject English values an elite code (at least, in examination settings), in which both an 'insightful' approach to texts and skilled writing justifying analysis is valued; and that students who are unable to take up these discursive practices are imagined as lazy and callow. The paper concludes with implications for teachers and examiners, arguing that teachers must make students aware of the 'dual-sided' nature of subject English, and that examiners should be cognisant of potential bias in their view of responses and their writers.

      PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 2 - What motivates avid readers to maintain a regular
           reading habit in adulthood?
    • Abstract: Merga, Margaret Kristin
      Regular engagement in recreational book reading remains beneficial beyond early childhood. While most of the research in reading motivation focuses on the early schooling years, regular recreational book reading remains a highly beneficial practice beyond childhood, as it continues to enhance literacy skills and may help to maintain cognitive stamina and health into old age. Understanding why some individuals are avid readers in adulthood can offer insight into how to foster greater frequency of reading through both early and later interventions. This paper reports on data collected in the 2015 International Study of Avid Book Readers, which posed the question 'Why do you read books?' in order to capture self-reported motivations for reading from an adult sample. Qualitative data collected from 1,022 adult participants are analysed in order to explore the diverse and often interrelated motivations of adult avid book readers. Recurring motivations included perspective-taking; knowledge; personal development; mental stimulation; habit, entertainment and pleasure; escapism and mental health; books as friends; imagination and creative inspiration; and, writing, language and vocabulary. Findings offer a greater understanding of reading preferences and motivation of adult avid book readers, highlighting multiple potential points of engagement for fostering positive attitudes toward recreational book reading across the lifetime.

      PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 2 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 2 - Indigenous children's multimodal communication of
           emotions through visual imagery
    • Abstract: Mills, Kathy A; Bellocchi, Alberto; Patulny, Roger; Dooley, Jane
      Billions of images are shared worldwide on the internet via social platforms like Instagram, Pinterest, Snapchat and Twitter every few days. The social web and mobile devices make it quicker and easier than ever before for young people to communicate emotions through digital images. There is a need for greater knowledge of how to educate children and young people formally in the sophisticated, multimodal language of emotions. This includes semiotic choices in visual composition, such as gaze, facial expression, posture, framing, actor-goal relations, camera angles, backgrounds, props, lighting, shadows and colour. In particular, enabling Indigenous students to interpret and communicate emotions in contemporary ways is vital because multimodal language skills are central to academic, behavioural and social outcomes. This paper reports original research of urban, Indigenous, upper primary students' visual imagery at school. A series of full-day, digital imagery workshops were conducted over several weeks with 56 students. The photography workshops formed part of a three-year participatory community research project with an Indigenous school in Southeast Queensland, Australia. The archived student images were organised and analysed to identify attitudinal meanings from the appraisal framework, tracing types and subtypes of affect, and their positive and negative forms. The research has significant implications for teaching students how to design high-quality, visual and digital images to evoke a wide range of positive and negative emotions, with particular considerations for Australian Indigenous students.

      PubDate: Wed, 17 May 2017 14:47:52 GMT
       
  • Volume 40 Issue 1 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - Students' reading achievement during the transition
           from primary to secondary school
    • Abstract: Hopwood, Belinda; Hay, Ian; Dyment, Janet
      Adolescent literacy achievement has been, and continues to be, a hot topic in the educational community, with concerns about students' literacy capabilities consistently dominating the educational landscape, particularly in the area of reading. What is known from years of educational research, high stakes testing and teacher testimonials is that reading is an area of difficulty for many adolescent students. The focus of this research was to investigate adolescents' reading attainment at one of the most important times in a students' educational career; the transition from primary school (Year 6) to secondary school (Year 7). Seven co-educational government schools from the state of Tasmania, Australia, participated in the research, whereby a combination of primary and secondary schools from both rural and urban areas were included. Conducted over a two phase process, the research utilised the Progressive Achievement Test in Reading (PAT-R) to determine changes in students' reading ability. Methods of quantitative analysis were utilised; these employed a series of statistical tests. Results revealed that, for the overall cohort, students' PAT-R scores significantly declined from Year 6 to Year 7, indicating that the transition to secondary school can have serious negative effects on students' reading attainment as they transition into secondary education. The research findings raise attention to the impact that transition can have upon adolescent students' educational success and concludes with suggestions for how schools and educators can enhance the transition process and support students into effective secondary school literacy learning.

      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - Testing spelling: How does a dictation method measure
           up to a proofreading and editing format?
    • Abstract: Daffern, Tessa; Mackenzie, Noella Maree; Hemmings, Brian
      In response to increasing data-based decision making in schools comes increased responsibility for educators to consider measures of academic achievement in terms of their reliability, validity and practical utility. The focus of this paper is on the assessment of spelling. Among the methods used to assess spelling competence, tasks that require the production of words from dictation, or the proofreading and editing of spelling errors are common. In this study, spelling achievement data from the National Assessment Program - Literacy and Numeracy (NAPLAN) Language Conventions Test (a proofreading and editing based measure) and the Components of Spelling Test (CoST) (a dictation based measure) were examined. Results of a series of multiple regression analyses (MRAs) were based on a sample of low-achieving and high-achieving spellers from the Australian Capital Territory (ACT) in Year 3 (n=145), Year 4 (n=117), Year 5 (n=133) and Year 6 (n=117). Findings indicated significant relationships between scores in the spelling domain of the NAPLAN Language Conventions Test and the phonological, orthographic and morphological subscales scores of the CoST. Further, the orthographic subscale of the CoST was generally the main predictor of NAPLAN spelling across year level. Analysis also demonstrated that gender was not an influential factor. Implications for assessment and instruction in spelling are discussed in this paper, and the CoST is offered as a valid, reliable and informative measure of spelling performance for use in school contexts or future research projects.

      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - That's not a narrative; this is a narrative: NAPLAN
           and pedagogies of storytelling
    • Abstract: Caldwell, David; White, Peter RR
      For the past eight years, Australian school students in Years 3, 5, 7 and 9 have engaged in the National Assessment Program - Literacy and Numeracy (NAPLAN) writing test, with a one-in-two chance they will be tasked with producing a 'narrative' genre. This paper examines the way in which the very notion of storytelling and narrative is conceptualised in the NAPLAN supporting documentation, and its potential negative consequences. The paper begins by providing a review of the literature on storytelling, paying particular attention to research which has established the 'Complication- Resolution' narrative as one type of storytelling. It then provides an account of how story and narrative are typically characterised and defined in the official NAPLAN documentation, that is, as the 'Complication-Resolution' narrative exclusively. The final section of the paper presents a genre analysis of eight student writing samples and the related comments and gradings from the NAPLAN narrative marking guide. The analysis found a number of student texts in the marking guide that were effectively structured stories, but which had been marked down for Text Structure because they did not comply with the specific structure of the 'Complication-Resolution' narrative. The analysis also found a number of texts that scored highly with respect to the Text Structure criterion, even though they were not instances of the Complication-Resolution narrative sub-type. Drawing on these findings, the paper argues that various inconsistencies and points of apparent confusion in these comments and gradings can be taken as evidence that other sub-types of storytelling are being inappropriately devalued, and that ultimately, there is a lack of understanding in the nature of storytelling in the NAPLAN documentation. By way of conclusion, the paper reflects on some of the negative consequences that may flow from storytelling being defined in this limited way, including the implications for how storytelling is taught by teachers and caregivers, the potential misdirection of students as to what constitutes a 'good' story, as well as the cultural implications of limiting stories to one specific type.

      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - Constituting 'at risk' literacy and language learners
           in teacher talk: Exploring the discursive element of time
    • Abstract: Alford, Jennifer; Woods, Annette
      The student category of 'at risk' is often assigned to learners who are considered by teachers and school administrators to not meet specified curriculum and assessment requirements. It is a pervasive term that manages to go unquestioned. Being 'at risk' implies being out of alignment with opposite terms, that is terms such as stability, safety, not at risk. This way of thinking can lead to an assumption that there is a fixed, normal position for learners, and that being other than that involves becoming 'risky'. This paper questions the very idea that such a binary exists and explores the ways teachers talk about learners who are considered to be 'at risk' within the schooling system. We also argue that teachers' talk about such learners and their 'at riskness' can constitute learners in ways that are either more constraining or more enabling to their pathways through schooling. The paper draws on our experience of analysing teacher interview data collected across a variety of research projects with teachers in Australian schools. Employing discourse analysis focusing on the discursive element of time as we trace temporal markers in teacher interview talk, we provide specific analysis of one teacher's talk about her English language learners on their path to also becoming literate in English. Her talk demonstrates an optimistic and generative discursive position that challenges views of English language learners as 'wanting' and potentially as 'at risk'.

      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - Notes for authors
    • PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - Subject area literacy instruction in low SES secondary
           schools in New Zealand
    • Abstract: Wilson, Aaron; McNaughton, Stuart; Zhu, Tong
      This paper presents findings of a study into patterns of literacy achievement and teaching in Year 12 biology, English and mathematics classes from 22 low socio-economic status (SES) secondary schools in New Zealand (NZ). We hypothesised that patterns of literacy teaching in specialised subject areas might contribute to well-documented inequities in education achievement for Māori (indigenous), Pacific Islands and low-SES students in NZ. We analysed participation and pass rates for sets of achievement standards that contribute to the standards based National Certificate of Educational Achievement (NCEA), the main national school qualification (http://www.nzqa. govt.nz/qualifications-standards/qualifications/ncea/). These analyses showed that the rates at which students in the low-SES schools in the study participated in, and attained, key high literacy achievement standards were markedly lower than for schools nationally. Literacy instruction data were derived from observations of 104 teachers working with Year 12 (approximately 17 years old) students comprising 28 biology, 39 English and 37 mathematics teachers. Results from the classroom observations indicated that students had comparatively few opportunities to read longer, more complex subject-area texts and that instructional approaches commonly cited in the literature as effective in raising students' subject area literacy, strategy instruction and extended discussion, were infrequently observed in this study. Infrequent too were teaching about language features (such as nominalisation) in mathematics or biology lessons and teaching to develop students' critical literacy.

      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 40 Issue 1 - So how do you teach literacy in teacher education?:
           Literacy/English teacher educators' goals and pedagogies
    • Abstract: Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy
      Given expanding concepts of literacy and evolving communication patterns literacy teacher educators face a daunting task - preparing student teachers for a world where literacy is very complicated and contested. This paper addresses two key questions: What are the elements of a pedagogy of literacy teacher education? What opportunities for learning do literacy/English teacher educators offer to help student teachers understand the changing conception of literacy? For this research 28 literacy/English teacher educators in four countries were interviewed three times. Two overall conclusions are: the need to anchor their course in the concept of literacy as expanding and evolving; and to approach literacy teacher education holistically. Three elements of a pedagogy of literacy teacher education are discussed in this paper; that there is a need to: value and respond to diversity; read, discuss, and analyse a range of texts and genres; create authentic reflection activities. These elements are relevant for our increasingly diverse student body and can work dialogically. This paper provides a broad road map for literacy teacher educators who are often faced with conflicting messages from governments and feel tremendous pressure to teach to the test.

      PubDate: Wed, 1 Feb 2017 23:11:34 GMT
       
  • Volume 39 Issue 3 - How is disciplinary literacy addressed in the science
           classroom?: A Singaporean case study
    • Abstract: Tang, Kok-Sing
      Disciplinary literacy is the specific ways of talking, reading, writing, and thinking valued and used by people in a discipline in order to successfully access and construct knowledge in that discipline. This paper reports on a case study of the classroom practices of two physics and two chemistry teachers in Singapore in order to better understand how disciplinary literacy is currently addressed in the teaching of secondary school science. The study found that disciplinary literacy in science teaching was limited to the language aspects of science terminologies and the literacy practice of constructing explanation. Even then, these disciplinary language aspects were only implicitly embedded within the predominant practice of teacher-led talk. Based on these findings, current realities and future possibilities of disciplinary literacy instruction building on science teachers' current teaching practices are discussed.

      PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 3 - Direct instruction fit for purpose: Applying a
           metalinguistic toolkit to enhance creative writing in the early secondary
           years
    • Abstract: Humphrey, Sally; Feez, Susan
      This paper reports on a language-based model of direct instruction known as text-based, or genre, pedagogy, customised in collaboration with English teachers in four Australian secondary schools to teach creative writing in Years 7 and 8 classrooms. A distinctive feature of this pedagogy is a shared metalanguage used to make visible to students the literacy demands of specialised discourse, in this case, the specialised discourse of creative writing. We demonstrate the use of the metalanguage at four different levels of language, in order to build visible bridges from more general patterns of language use, in this case, the generic structure of narrative, to specific grammatical patterns that require more specialised terminology.

      PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 3 - Text complexity in the US common core state standards:
           A linguistic critique
    • Abstract: Fang, Zhihui
      The concept of text complexity has received much attention in recent discussions of the Common Core State Standards (CCSS) across the United States. Informed by systemic functional linguistics, this essay contributes to this conversation by providing a critique of the concept from a linguistic perspective, identifying key linguistic sources of complexity that create potential comprehension challenges, and describing a pedagogical routine for teaching with complex texts. It is suggested that the goals of the CCSS can best be attained when students have ample opportunities to work with texts of sufficient richness and appropriate complexity and are at the same time supported in these interactions through the enactment of linguistically informed literacy pedagogies.

      PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 3 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 3 - Notes for authors
    • PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 3 - Emergent reading comprehension: Social imagination and
           kindergarteners' readings of a wordless picture book
    • Abstract: Lysaker, Judith; Shaw, Kelly; Alicea, Zaira R Arvelo
      In this cross-case analysis of six young children's wordless book readings, we examine the ways in which participants use social understanding during the reading of a wordless book to understand the narrative story. Using a conceptually based coding scheme, we identified places in children's readings in which they imagined the thoughts, feelings, and intentions of characters. We refer to this use of social understanding during reading as social imagination, as it is occurs not in an actual but in a vicarious context. The findings indicated that children who frequently engaged in imagining the minds of others produced more as well as more varied meaning units and often 'became' the characters during their wordless book reading. Multimodal analysis of video data show that children who used social imagination relatively more frequently had livelier readings, with extensive use of inflection, emotion, and voicing of characters as well as a sense of continual investment in the narrative event as it unfolded. The use of social imagination appears to be critical in making sense of a story. The cases presented here demonstrate how understanding the minds of others leads to more complex thinking during the reader-text transaction. Implications for classroom practice and research are discussed.

      PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 3 - NAPLAN data on writing: A picture of accelerating
           negative change
    • Abstract: Wyatt-Smith, Claire; Jackson, Christine
      This paper looks to 'the past', to the watershed of Australia's first National Literacy Plan (Australian Education Council, 1994) and National Numeracy Plan (Australian Education Council, 1994); to the present (reported National Assessment Program - Literacy and Numeracy (NAPLAN) data and evidence about literacy gains), and 'forward', to possible futures for young people's literacy education and the prospective experience of literacy testing in Australia. The discussion situates NAPLAN in its historical context, recognising how it emerged from different approaches to state based testing of literacy and numeracy. Against this background we examine the 2015 NAPLAN writing data to reveal increasing numbers of students who are achieving below the national minimum standard in the domain of writing. Finally we call for a sharpened focus on 'writing standards as benchmarks' in NAPLAN and how these relate to 'achievement standards' in the Australian Curriculum. We also argue for an increased emphasis on teachers' criterial knowledge, essential for the teaching and assessment of writing. Such moves would go some way to realising the potential of NAPLAN for evidence informed policy for achieving real educational improvement.

      PubDate: Wed, 28 Sep 2016 17:18:25 GMT
       
  • Volume 39 Issue 2 - Adolescent learners and reading: Exploring a
           collaborative, community approach
    • Abstract: Barton, Georgina; McKay, Loraine
      Evidence suggests secondary teachers are increasingly in need of strategies to support students' literacy development, particularly in the area of reading. Secondary teachers however, are typically trained to be, and often see themselves as, disciplinary experts rather than literacy teachers. The purpose of this paper is to introduce an appropriate model for adolescent readers. This paper draws on two research projects focused on improving literacy learning in the secondary context. Short vignettes describe each school context and outline the approaches used to support their students. Findings show strategies to improve and support students' literacy learning, particularly reading, need to be student-centred and appropriate for adolescents rather than a 'top-down' approach. A whole school, collaborative approach that acknowledges the distinct needs and strength of students is shared.

      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Opening up spaces for early Critical Literacy: Korean
           kindergarteners exploring diversity through multicultural picture books
    • Abstract: So, Jung Kim
      Despite the increasing emphasis in literacy education on critical pedagogies, there is minimal scholarship focusing on the implications of critical literacy in preschool (Pre-K) and kindergarten classrooms. The purpose of this article is to understand the possibility of early critical literacy as a space where young children examine books and articulate their voices on subjects related to cultural/racial diversity and equality. Adopting a qualitative case study approach, this study focuses on the creation of 'alternative texts' by 12 five-year-old children, after they read multicultural picture books in a kindergarten classroom in South Korea. As part of a larger longitudinal study, the data were collected for six months through video/audio recordings, participant observation, dialogical interviews, observational field notes, and children's written materials. The study found that writing alternative texts followed by reading multicultural books enabled children to pose questions, share opinions, and develop critical perspectives on issues related to racial/cultural diversity and equality. Findings suggest that early literacy teachers should foster a supportive literacy environment in which young children are encouraged to read literature for its subtext as a way to prompt responses of vocal multiplicity rather than limiting children by presenting a pre-determined and single answer.

      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Notes for authors
    • PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Orientations to critical literacy for English as an
           Additional Language or Dialect (EAL/D) learners: A case study of four
           teachers of senior English
    • Abstract: Alford, Jennifer; Jetnikoff, Anita
      Recently, the debate around critical literacy has dissipated as literacy education agendas and attendant policies shift to embrace more hybrid approaches to the teaching of senior English. This paper reports on orientations towards critical literacy as expressed by four teachers of senior English who teach culturally and linguistically diverse learners. Teachers' understandings of critical literacy are important given the emphasis on Critical and Creative Thinking as well as Literacy as General Capabilities underpinning the Australian Curriculum. Using critical discourse analysis and Janks' (2010) Synthesis Model of Critical Literacy, interview and classroom data from four teachers of English as an Additional Language or Dialect (EAL/D) learners in two high schools were analysed for the ways these teachers constructed critical literacy in their talk and practice. While all four teachers indicated significant commitment to critical literacy as an approach to English language teaching, their understandings varied. These ranged from providing access to powerful genres, to rationalist approaches to interrogating text, with less emphasis on multimodal design and drawing on learner diversity. This has significant implications for what kind of learning is being offered to EAL/D learners in the name of English teaching, for syllabus design, and for teacher professional development.

      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Objectivity and critique: The creation of historical
           perspectives in senior secondary writing
    • Abstract: Matruglio, Erika
      The increasing literacy demands of senior secondary studies have been noted by government agencies and scholars both in Australia and overseas. Disciplinary differences in writing has similarly received attention, although much of the research in this area has focused on the junior school, or spanned the whole of the secondary context. Less research has been focused specifically on disciplinarity in the senior high school, or on differences within what may often be conceived as a single discipline, such as between writing in Modern and Ancient History. This paper investigates disciplinary difference in the context of senior secondary writing for Modern and Ancient History and the resulting demands on students. It focuses on the different ways that dialogism, or the negotiation of competing knowledge claims, is managed in each subject. The Systemic Functional Linguistic system of engagement is used in a discourse analysis of highly rated student writing to reveal how writers in the histories open up or close down spaces for other voices in their arguments. Analysis illustrates the ways that 'objective evaluation' is managed, illuminating one aspect of what is valued as appropriate argumentation and raising implications for the way that literacy pedagogy in the senior secondary subjects of Modern and Ancient History is understood.

      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Nominalisation in high scoring primary and secondary
           school persuasive texts
    • Abstract: Thomas, Damon; To, Vinh
      This paper makes visible particular persuasive language choices made by the highest scoring Tasmanian primary and secondary school students who completed the 2011 NAPLAN writing test. Specifically, it draws on systemic functional linguistics (SFL) to consider how these students used different forms of nominalisation to persuade readers about the 2011 writing prompt: that too much money is being spent on toys and games. The paper explores how the use of nominalisation differed across the primary and secondary school years and draws links to the Australian Curriculum: English which introduces the nominalisation in Year 8. Recommendations are made for primary and secondary school teachers who wish to equip students with the language resources to deal with the demands of NAPLAN testing, but also to write persuasively in more authentic educational and social contexts.

      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 2 - Creating the student writer: A study of writing
           identities in non-academic senior English classes
    • Abstract: Shand, Jennifer; Konza, Deslea
      This study explored what it means to be a writer in two Year 12 English classrooms in Western Australia (WA). At the time of this research, WA had witnessed an increase in the school leaving age, resulting in an increasingly diverse cohort of students undertaking compulsory English studies in their final two years of school. The study emerged from an interest in how students who would not traditionally have undertaken senior school English constructed their individual writing identities in response to different learning environments. It incorporated a multiple case study design supported by elements of ethnography. Data from teacher and student interviews, classroom observations and text analysis contributed to an understanding of the student writer. The research identified the key role teachers play in determining student writing identities, the potential value of genre as an entry point for teaching writing, and the ways students may confirm or resist the roles offered to them.

      PubDate: Mon, 9 May 2016 21:21:42 GMT
       
  • Volume 39 Issue 1 - Disciplinary and idiomatic literacy: Re-living and
           re-working the past in senior school history
    • Abstract: Allender, Tim; Freebody, Peter
      This paper aims to contribute to the current interest among education practitioners, policymakers and researchers in the literacy demands that are distinctive to each curriculum and discipline domain. It uses classroom data from senior secondary lessons in history to exemplify and explore some aspects of this issue. The paper sets the context for these lessons via a discussion of the particular challenges presented to the advanced study of history by two strong cultural repertoires that students bring: well-developed common-sense understandings of the causes and propriety of human conduct, and media representations of past eras and events. Examples of research conducted by linguists, ethnographers and psychologists are summarised, with a focus on how students need to read and write about the sourcing and contexts of written documents, the nature and extent of corroborating materials, and the critical evaluation of syntheses of primary sources. A brief analysis follows of transcripts from two Year 11 history lessons in which teachers are shown to differ in the ways in which they engage students in the topic, set out the ways in which the students are to approach and deal with the written documents provided, and summarise the significant 'take-home' messages from the work. The data are discussed in terms of how these kinds of activities might prepare students in different ways for the expectations of the curriculum in general, the further development of their historical reasoning, and their ability to cope with the complexities of active citizenship in a literacy-saturated society.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Guest edited edition
    • Abstract: Rennie, Jennifer; Exley, Beryl
      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Powerful and playful literacy learning with digital
           technologies
    • Abstract: Kervin, Lisa
      The increased availability of tablet technologies in many homes and early childhood educational settings has transformed play-time and the subsequent opportunities that emerge for literacy learning. What children do with the digital applications (apps) on these technologies demands our attention, particularly as we consider the ever-increasing market of apps marketed to enhance the basic literacy skills. While there are varying degrees of quality amongst available apps, some apps have potential to foster children's play and language development in unexpected and interesting ways. As educators, we need to acknowledge the role 'digital play' can play in our pedagogical interactions and the possibilities these offer for literacy learning. To do this, we need to examine ways that children engage with technology as they learn to read, write, listen, and communicate. This paper argues children's digital play offers teachers new opportunities to support, inform, reform, or transform the literacy with experiences we encourage children to participate.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Effective literacy teaching for Indigenous students:
           Principles from evidence-based practices
    • Abstract: Scull, Janet
      Success in literacy is critical to effective learning outcomes for all children, however for many Indigenous students who move variously between their Indigenous languages, Aboriginal English, and Standard forms of English the teaching of language and literacy has heightened significance and requires distinct, concentrated attention. This paper will consider principles for practice that have been derived from the adaptation of teaching programs implemented to effectively support Indigenous students' (English) literacy learning. The three programs discussed: the Abecedarian Approach Australia (3a) for preschool children, the Literacy Acquisition for Pre-primary Students pilot program and Reading Recovery, a literacy intervention for students after one year of school. From the evidence presented, successful literacy outcomes for students can been related to engaging with and connecting to Indigenous communities and families, teachers' professional skills and knowledge, the provision of responsive teaching interventions and investment in well-researched proven programs.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Rethinking reading instruction for adolescent readers:
           The 6R's
    • Abstract: Rennie, Jennifer
      As students move their way through primary school into the secondary school years an expectation exists that they can read. Coupled with this expectation are the increasingly complex demands placed on students as readers in disciplinary fields. Further, reading success is crucial for their learning in school and beyond. Efforts to improve secondary students' reading outcomes have often drawn from approaches to reading literacy based on cognitive theories of reading and not specifically designed for adolescent learners who often have long and complex reading histories. The reading histories for these students are characterised by a resistance to the task, a repeated sense of failure, and a lack of confidence in themselves and those around them. This paper reports on a study of 12 Year 8 students, aged 12-14 years, who participated in a reading program informed by both sociocultural and cognitive theories of reading, designed specifically with these learners in mind. Analysis of pre and post-program data revealed a positive shift in what these readers could do and in how they identified as readers.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Recognising the power of pleasure: What engaged
           adolescent readers get from their free-choice reading, and how teachers
           can leverage this for all
    • Abstract: Wilhelm, Jeffrey D
      This three-year qualitative study explored the reading of 14 middle graders who self-identified as passionate readers, and of 15 secondary school students who were highly engaged readers of genres typically marginalised in school: romance, dystopia, fantasy, vampire and horror. The purpose of the study was to help teachers think about free choice reading, including of marginalised genres, and to help teachers think about pedagogic responses. One salient finding reported here was that free reading of all kinds, including that of marginalised genres, brought readers five distinct kinds of pleasure (each pleasure in turn bringing many ancillary benefits): the immersive pleasure of play, intellectual pleasure, social pleasure, the pleasure of functional work, and the pleasure of inner work. Pleasure, however, and the benefits that accrue from it, is largely neglected as a research topic. With the exception of intellectual pleasure, the identified pleasures were not directly fostered in the schools where the study took place - although they easily could be. Implications include the centrality of pleasure to fostering competent and lifelong reading, as well as ways that teachers can value free-choice reading and promote the pleasures of reading in their classrooms.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Partners in design: Co-inquiry for quality teaching in
           disadvantaged schools
    • Abstract: Glasswell, Kathryn; Singh, Parlo; McNaughton, Stuart
      Our goal in this article is to contribute to the discussion of how schools and universities can form practice-relevant, research-rich partnerships to address issues of student learning outcomes in high poverty, culturally and linguistically diverse school communities. The discussion focuses on three aspects of such partnership work. First, we consider the possibilities of school-university partnerships as change drivers in the broader context of global education policies that emphasise international and national standardised testing as a key performance indicator of student learning and teaching quality. Second, we aim to shift attention away from teachers as those bearing sole responsibility for school improvement, who, as recipients of professional learning, are expected to 'shape up'. Rather, we examine the generative knowledge work that is possible when researchers and teachers engage in design-based research grounded in a collaborative inquiry (co-inquiry) model of school improvement. We advocate that this model of collaborative learning for teaching, based on co-inquiry and design-based research interventions, can make a significant difference to student literacy outcomes. Finally, we discuss an example of one such partnership and describe its impact on the learning of teachers, students, and researchers.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Secret squirrel stuff in the Australian curriculum
           English: The genesis of the 'new' grammar
    • Abstract: Exley, Beryl
      In much the same way that a squirrel stores a range of food in a range of places, the Australian Curriculum, Assessment and Reporting Authority's (ACARA) Australian Curriculum: English (ACARA, 2015) stores references to grammar in a range of places. This paper explores some seemingly 'hidden' grammars within the AC:E to (re)discover their genesis and how they unfold across Foundation to Year 6. The first 'Secret Squirrel' moment centres on the introduction of a new grammar which weaves traditional Latin-based and Systemic Functional Linguistics (SFL) theory. The second 'Secret Squirrel' moment centres on the use of one sub-system of SFL Theory, the System of Appraisal, and its potential to provide an analytical lens for 'reading' the interpersonal meaning within narratives. The remainder of the paper draws on Goodson's (1990) notion of curriculum as a social construction, paying attention to the levels of processes and (potential) practice. This part of the paper focuses on the System of Appraisal as it is introduced in the AC:E and then translates the Content Descriptions to an example analysis. One stimulus text, Melanie Watt's (2012) children's picture book 'Scaredy Squirrel at the Beach', is introduced then analysed using the System of Appraisal as an analytical lens for identifying how language choices 'go to work' (Macken-Horarik, 2003, p. 285) on readers, that is how Watt's language choices are crafted so a 'compliant' child reader (Martin and White, 2005, p. 62) has the opportunity to 'feel with' and thus 'adjudicate' the behaviour of characters in particular ways (Macken-Horarik, 2003, p. 285).

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Anticipating future storylines: Considering possible
           directions in Australian literacy education
    • Abstract: Ewing, Robyn
      This article is a written version of the closing plenary at the 2014 AATE/ALEA conference, aNTicipating New Territories, in Darwin in July 2014. It begins by highlighting several major interrelated themes from the conference keynotes, papers and workshops that I attended. Each of these themes resonated strongly with me during the conference. Two potential and competing storylines and the potential direction each could take Australian literacy education are then sketched. The first storyline envisages a continued technical and highly prescriptive approach to literacy. The second advocates a more creative approach to literacy pedagogy and briefly describes two contemporary programs that embody this.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
  • Volume 39 Issue 1 - Building strong futures: Literacy practices for
           developing engaged citizenship in the 21st century
    • Abstract: Lewis-Spector, Jill
      Recent discussion about literacy in many advanced countries has focused on promoting students' performance such that students are better prepared to compete in the global marketplace. But our literacy instruction has a larger purpose. In fact, Australia's Curriculum, Assessment and Reporting Authority (2014) put at the centre of its recently introduced curriculum a goal of the 'successful learner, a confident and creative individual' who was also, and of equal importance, an active informed citizen. Current global tensions make apparent the need for democratic nations and those striving to become so to have educated and engaged citizens who are capable of contributing to the building of strong futures for all. How can our literacy instruction address this need? Five dimensions that together comprise essentials for civic competence - Knowledge, Skills, Attitudes, Values, and Intentions (Print & Lange, 2013) - provide the framework for this discussion of opportunities educators have through our literacy instruction to contribute substantially to the development of a competent and engaged citizenry.

      PubDate: Mon, 8 Feb 2016 23:40:20 GMT
       
 
 
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