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Publisher: RMIT Publishing   (Total: 402 journals)

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Showing 1 - 200 of 402 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: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 12)
Access     Full-text available via subscription   (Followers: 26)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 10)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 14)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 17, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 20)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
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: 10, SJR: 0.102, h-index: 5)
Analysis     Full-text available via subscription   (Followers: 4)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 2)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 3)
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: 10, 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: 12)
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: 9, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 3)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 6)
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: 1)
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: 3)
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: 39)
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: 5)
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: 7)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 3)
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: 7, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 4, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 4)
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   (Followers: 1)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 17)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 27)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 2, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 13, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 11, 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: 4, 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: 8, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 7, 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: 4, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 18)
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: 6)
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: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 3)
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: 3)
Australian Tax Forum     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Australian Voice     Full-text available via subscription   (Followers: 4)
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: 17, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 3)
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: 8)
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: 13)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 2)
Connect     Full-text available via subscription   (Followers: 2)
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 8)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 12)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 15, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 16)
Culture Scope     Full-text available via subscription   (Followers: 2)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 10)
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: 21)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 10)
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: 16)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 12)
Educational Research J.     Full-text available via subscription   (Followers: 16)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 3)
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: 8)
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: 22)
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: 5)
Fourth World J.     Full-text available via subscription  
Frontline     Full-text available via subscription   (Followers: 19)
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: 8)
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: 11)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription  
Headmark     Full-text available via subscription   (Followers: 1)
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Health Issues     Full-text available via subscription   (Followers: 2)
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: 6)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
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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: 13)
Instyle     Full-text available via subscription   (Followers: 1)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 8)
Interaction     Full-text available via subscription   (Followers: 3)
Intl. Employment Relations Review     Full-text available via subscription   (Followers: 2)

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Journal Cover Australian Journal of Language and Literacy, The
  [SJR: 0.399]   [H-I: 9]   [4 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1038-1562
   Published by RMIT Publishing Homepage  [402 journals]
  • 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 39 Issue 3 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 39 Issue 3 - Notes for authors
    • PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 39 Issue 2 - Notes for authors
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 39 Issue 2 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 39 Issue 1 - Guest edited edition
    • Abstract: Rennie, Jennifer; Exley, Beryl
      PubDate: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 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: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - The discourse of drama supporting literacy learning in
           an early years classroom
    • Abstract: Harden, Annette
      This article describes the discourse occurring during a guided drama event, with embedded literacy teaching, in an early years classroom. In this Preparatory school classroom, in 2007, dramatic pedagogies were privileged in the teaching of literacy across a year of learning, and a longitudinal research case study examined the effects of this approach. A discourse analysis of three film transcriptions from the data was conducted as part of the study, one of which is discussed here. The findings were that the teacher used the language of the personal and particular, with little explanation, generalisation, or questions eliciting student knowledge. Language was supported with action and modelled the speculative mode of investigation of the scientist, and the literate practice of recording single-word data. Dramatic features such as mood, pace, tension and the mantle of the expert supported the learning focus. Children's responses included active, engaged voices, the adoption of the mantle of the hypothesising, literate scientist, and the confident writing of words that had never been attempted out of role. Follow-up play sustained the teacher's oral and literacy-linked model and the students' self-efficacy as users of the alphabet.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - Praxis and the theory of practice architectures:
           Resources for re-envisioning English education
    • Abstract: Edwards-Groves, Christine; Grootenboer, Peter
      This article examines practices in English education through the lens of praxis and the theory of practice architectures. Drawing on empirical material collected in two case study schools in New South Wales and Queensland, we outline a view of praxis and practice that allows English educators to re-imagine the nature of their pedagogical work. It does so, first, by reconnecting practice with individual and collective praxis as a way of expressing the double purpose of education; 'to help people live well in a world worth living in' (Kemmis, 2008). Second, using the theory of practice architectures, we show how different kinds of cultural-discursive, material-economic and social-political arrangements make visible the dispositions and knowledges which give rise to different kinds of actions and judgments in the everyday work of teachers. By doing so, we reconnect with a lifeworld - or humanistic - perspective on English teaching practices as a human and social endeavour with indissoluble moral, political and historical dimensions.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - Examining the interpretations children share from
           their reading of an almost wordless picture book during independent
           reading time
    • Abstract: Mantei, Jessica; Kervin, Lisa
      This paper shares findings from part of a larger project exploring students' interpretations of children's literature during independent reading time. Examined in this paper are interpretations by students in Grade 4 (aged 9-10 years) about the messages conveyed in the almost wordless picture book 'Mirror' by author and artist Jeannie Baker. 'Mirror' shares a multicultural perspective on life through its portrayal through collage of the lives of two families living in different countries. Data were collected as semi-structured interviews and observations recorded as field notes. Chambers' (1994) 'Tell Me' framework informed the question schedule of the semi-structured interviews, which were designed to promote opportunities for students to share their interpretations following independent reading time. Emerging themes from data analysis are considered through critical literacy lens (Janks, 2010). Further, implications for the use of almost wordless picture books in classroom reading experiences are identified in connection with the development of children's cultural awareness and sensitivity (Short, 2003).

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - Language knowledge and its application: A snapshot of
           Australian teachers' views
    • Abstract: Love, Kristina; Macken-Horarik, Mary; Horarik, Stefan
      The motivation for Australian teachers of English to expand their expertise in grammar has been sharpened by the introduction of the Australian Curriculum: English (AC:E), whose knowledge base is broad and multifaceted. Teachers at all levels are required to have a stronger linguistic subject knowledge which includes knowledge of the structures and functions of word and sentence-level grammar, as this relates to a wide range of texts in different modes. They also need to apply linguistic understandings in practical tasks of planning, teaching and assessment. The expanded nature of this subject content may have stretched teachers beyond their comfort zones and assessment is needed of the profession's current levels of understanding of and confidence to teach language. This paper reports on a national survey of 373 English teachers who expressed their views on linguistic subject knowledge and linguistic pedagogic subject knowledge. It focuses on teachers' views of the importance of grammatical knowledge, approaches to this, levels of confidence with language and professional learning needs. The quantitative and qualitative data offers a complex picture of Australian teachers' beliefs and their preparedness to teach what the curriculum now demands of them from early to later years of schooling in English.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - Discretionary space: English teachers discuss
           curriculum agency
    • Abstract: Weaven, Mary; Clark, Tom
      The move towards a national curriculum in Australia has created a new urgency to consider the extent to which teachers can claim agency within their profession. Drawing on data from interview transcripts of a small scale participant centred research project involving secondary English teachers in a school in Melbourne, Australia, this paper explores an apparent contradiction in teachers' perceptions of their role in curriculum decision-making. The focus of the project was to investigate teachers' attitudes to the teaching of poetry in an attempt to explain why this genre of literature is now almost entirely absent from the senior secondary 'taught' curriculum in the Australian state of Victoria. On one hand, the teachers in this study express frustration that the looming introduction of a national curriculum - combined with an increased emphasis on standardised testing - seems set to reduce their agency; on the other, they entertain the possibility that children from diverse socio-economic backgrounds and communities might be better served by a centrally set curriculum than has previously been recognised. We draw on Bernstein's theories to argue that an analysis of this apparent contradiction may lead to the development of more socially just pedagogical practices within the teaching profession and among teacher educators.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 3 - Relating students' spoken language and reading
           comprehension
    • Abstract: Daly, Ann
      This paper focuses on a comparison of the degree of lexical and grammatical complexity in students' spoken language and their reading comprehension scores from the New South Wales Basic Skills Test. The research involved interviews with a broad range of students regarding their comprehension of texts in the Basic Skills Tests for Year 3 and Year 5 students (Daly, 2011). Spoken language complexity was measured according to the number and percentage of dependent clauses and instances of non-core words used by students during interviews. When Pearson Correlation statistics were conducted, significant correlations showed there was a relationship between the students' reading comprehension scores and complexity in both their spoken words and sentence structure. These findings support the work of Munro (2011) who found that many students with low reading comprehension benefited from a focus on both grammar and vocabulary while developing the students' expression and reception of oral language. Correlations were also significant when conducted separately for Indigenous students and non-Indigenous students. This paper discusses the possible reasons for the results, their implications and recommendations for improving reading comprehension.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - Current and historical perspectives on Australian
           teenagers' reading practices and preferences
    • Abstract: Manuel, Jacqueline; Carter, Don
      A recent piece in the 'Australian Financial Review' (2014) reported that national book industry sales figures were being 'propped up' by 'young adult fiction - and its teen fans': 'young adult fiction sales are up 26% this financial year, while adult fiction has declined by 11%' (p. 3). Book industry sales point to a flourishing young adult fiction market, depicting various trends in intentional reading preferences. From these statistics, however, it cannot be assumed that purchase patterns in any category of books are directly indicative of young people's actual reading lives, within and beyond the parameters of formal school-based education.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - 'It's the nature of the subject': Secondary teachers'
           disciplinary beliefs and decisions about teaching academic language in
           their content classes
    • Abstract: Gleeson, Margaret
      The national curriculum (Ministry of Education, 2007) requires secondary school teachers in New Zealand to promote academic language learning in their content areas. However, it is unclear how subject teachers interpret this expectation which is intended to accelerate the learning of students with English as an additional language (EALs).

      Using questionnaires, interviews and observations, this qualitative case study investigated what high school teachers considered to be good teaching practice that was likely to enhance the learning of EALs in their senior subject classes. A thematic analysis revealed that these teachers held polarised beliefs about the nature of knowledge and how best to teach it. Finding such a polarisation of beliefs prompted me to reconfigure the multiple cases into two composite cases which better reflected these disciplinary orientations. A fresh analysis was performed upon the two new cases to evaluate how closely teachers' beliefs aligned to understandings of effective language teaching arising from educational linguistics.

      The dominant epistemology held by each teacher's curriculum community, such as whether knowledge is developed sequentially or by negotiation, appeared to influence their engagement with systematic language teaching. Teachers of negotiated subjects were more likely to engage in practices that enhance language acquisition such as generating small group interactions where students are required to talk. On the other hand, it was more important to teachers from sequential disciplines that their students gained independent mastery of subject matter. Because their pedagogical content knowledge was deeply ingrained, and their familiarity with disciplinary linguistic knowledge was limited, all of the teachers tended to overlook opportunities to focus their students' attention on the language of their content area.

      This indicates that teacher educators need to understand subject teachers' curriculum-oriented epistemology and disciplinary practices before attempting to engage teachers in learning pedagogical language knowledge.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - The collaborative role of EAL teachers in Australian
           schools from the perspective of EAL teacher education
    • Abstract: Turner, Marianne
      The Australian Curriculum brings with it a strong focus on catering to EAL learners in the mainstream (Australian Curriculum and Assessment Reporting Authority (ACARA), 2014a). The focus is most apparent in the supplementary documents for EAL students that are currently embedded within different subject areas. This explicit and systematic acknowledgement of ways to teach EAL learners provides an opportunity to explore the collaborative role of EAL teachers, who are well placed to work with content area teachers to develop EAL students' language proficiency. In this article I suggest that EAL and content area teacher collaboration outcomes may be enhanced by a dual focus on content area and language development. However, I also suggest that if this dual focus is not made explicit, the scaffolding of content areas is likely to take priority over the development of language proficiency. Data is taken from interviews with four EAL pre-service teachers who took part in a voluntary collaborative activity with pre-service content area teachers. Findings revealed both a lack of confidence and a perception that EAL and content area teacher collaboration signified providing the content area teacher with language support.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - Social network sites with learning purposes: Exploring
           new spaces for literacy and learning in the primary classroom
    • Abstract: Thibaut, Patricia
      This paper seeks to understand how primary school teachers and students in Year 6 have been using a social network site with learning purposes called Edmodo in their everyday school practices, and whether or not its use supports learning and new literacies. Drawing on a social learning approach, this paper attempts to connect literature on social learning and digital tools in the school classroom. The researcher collected entry logs on this learning technology over four months as well as field observations, interviews, and a survey. The results of this research suggest that the use of a social network site opens spaces where teaching and learning repertoires can be expanded, allowing students' to engage in digital multimodal literacy practices with an awareness of audience and authorship, as well as to engage in self-directed learning and peerteaching practices. Such practices seemed to be qualitatively different than teaching and learning practices observed in the physical space of the classroom. Implications related to the benefits of combining both physical and online spaces and tools for learning are discussed.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - The development of a spelling assessment tool informed
           by Triple Word Form Theory
    • Abstract: Daffern, Tessa; Mackenzie, Noella Maree; Hemmings, Brian
      Stage theories of spelling development have been widely accepted since their conceptualisation in the 1970s; but, converging evidence offers support for non-linear models of spelling development. Specifically, Triple Word Form Theory (TWFT) suggests that students are capable of drawing on and coordinating phonological, orthographic, and morphological skills from quite early in their spelling development. Assumptions about the nature of spelling development have important implications for the way spelling is taught; however, many existing assessment systems currently being applied by educators and systems have failed to consider non-linear perspectives of spelling development. This paper presents the Components of Spelling Test (CoST) as a new approach to spelling assessment. The test is a valid and reliable assessment tool informed by TWFT and developed through a method of analysis suggested by stage theorists. Data used to develop and test the CoST were drawn from students in Year 3 and Year 5 across four schools in the Australian Capital Territory (ACT) (n=198). The results of the testing clearly demonstrated that the CoST can provide teachers and educational researchers with a means to validly and reliably identify individual differences in specific phonological, orthographic and morphological skills associated with spelling.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - Linguistically informed teaching of spelling: Toward a
           relational approach
    • Abstract: Herrington, Michele Hinton; Macken-Horarik, Mary
      Whilst spelling is a feature of most primary classrooms, it is an aspect of literacy instruction that is more often tested than taught. Part of the problem is that many teachers work with limited resources and understandings of the English morpho-phonological language system and lack the confidence they need to operationalise this linguistic knowledge effectively in teaching. In this paper, we present findings from a doctoral study that aimed to improve the teaching of spelling through a linguistically informed toolkit based on powerful morpho-phonological awareness. Ten teachers were shown how to direct children's attention to the meaningful structures within words (morphemes), how morphemes relate to sounds (phonemes) within words, and importantly, how morphemes connect words in meaningful ways. The results of teachers' applying a relational approach to spelling in classroom interventions are revealing. Pre and post-testing of children revealed not only statistically significant improvements in children's correct spelling, but in spelling approximations and verbal reasoning about these. Teachers also reported increased levels of knowledge and confidence in assisting children to relate meaningful parts of words (morphemes) to their sounds (phonemes). The implications have practical relevance for teachers and fruitful avenues for further research into children's spelling development.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 2 - Notes for authors
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - Feeling the pressure: Early childhood educators'
           reported views about learning and teaching phonics in Australian
           prior-to-school settings
    • Abstract: Campbell, Stacey
      Early childhood educators' beliefs about literacy teaching can impact on the types of phonics experiences educators provide for children in prior-to-school settings. 'The Australian Early Years Learning Framework' supports a play-based, intentional approach to teaching phonics, however little is known about what Australian early childhood educators believe is important in teaching phonics in the prior-to-school years. Using a qualitative content analysis, this research study investigates 115 early childhood educators' views about how phonics should be taught and the use of commercially produced phonics programs (e.g. Jolly Phonics and Letterland) in prior-to-school settings. This study further investigates educators' perceived pressures to include structured phonics lessons, as a way of addressing parental notions of 'school readiness'. The results of this study indicate conflicting views were held about how phonics should be taught. Some educators also experienced external pressures to engage in literacy practices that may be in opposition with their own beliefs about how literacy is learnt. This study provides insights into the pedagogical practices early childhood educators believe are appropriate when teaching phonics. The educational implications are discussed.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - Expanding conceptions of adolescent literacy research
           and practice: Cosmopolitan theory in educational contexts
    • Abstract: Bean, Thomas W; Dunkerly-Bean, Judith
      This article considers the current nature and circumstances of cosmopolitan theory and its potential to inform and reconceptualise research in adolescent literacy. Cosmopolitanism, as a condition or experience of globalisation, seems particularly useful in considering the circumstances of 21st century adolescents and the literacies they utilise. In first describing cosmopolitan theory and the effects of globalisation on education, and then reviewing the existing literature embodying a cosmopolitan perspective, this paper illustrates the need for more research at the intersection of adolescent literacy and a cosmopolitan perspective.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - 'It's complicated': Children learning about other
           people's lives through a critical digital literacies project
    • Abstract: Pandya, Jessica Zacher; Pagdilao, Kathleah Consul
      In this paper we share the results of an analysis of a set of multimodal, digital videos created by nine-year old children in a critical digital literacies project. These digital compositions, made in honour of Cesar Chavez Day, were meant to be about a day in the life of a worker and were meant to allow children to use school and home community members' lives as curricular content. We focused on the ways that children represented other people's work and personal lives, what they said they learned, and the affordances of the multimodal composing platform. Ultimately, we argue that such assignments foreground the school community as a source of curricular material and position children as designers of powerful texts.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - 'Words and stuff': Exploring children's perspectives
           of classroom reading in the early school years
    • Abstract: Harris, Pauline
      This is a study of how we can talk with children about their classroom reading experiences, and be informed by what we learn in this conversational space. This study, based on children's rights to have their voices heard in matters affecting their lives, explored children's perspectives of reading in their early grade classrooms. A cohort of 15 children were tracked across their first three years of school. This paper presents a slice of this observational study, reporting findings of a photo-sorting activity that was used with individual children to understand the complexities of children's perspectives of classroom reading and shifts that occurred in their views during their first three years of school.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - Keep taking the tablets: iPads, story apps and early
           literacy
    • Abstract: Merchant, Guy
      The rapid proliferation of story and game apps aimed at the early years has contributed to the iPad's visibility as a device for family entertainment and informal education. It is often claimed that iPads and other touch screen devices place sophisticated media in the hands of users. Moreover some have argued that the iPad is particularly appealing for young children because of its weight, portability and intuitive touch-screen interface. This paper critically appraises these claims by a close analysis of young children (14-22 months) in two story-app sharing interactions with an adult. The data is drawn from a wider study based in early years settings in the North of England. An analytical focus based on the material affordances of the iPad and apps is developed and it is suggested that this is a fruitful approach to adopt. Not only does this approach highlight important issues for practitioners, but it also suggests that the interface, and the story-apps used, may not be quite as intuitive as has been suggested. The data also suggest that broader socio-cultural issues may emerge from this sort of data.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 38 Issue 1 - Notes for authors
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - Children's emotions and multimodal appraisal of
           places: Walking with the camera
    • Abstract: Mills, Kathy; Unsworth, Len; Bellocchi, Alberto; Park, Ji Yong; Ritchie, Stephen
      This sensory ethnography explores the affordances and constraints of multimodal design to represent emotions and appraisal associated with experiencing local places. Digital video production, walking with the camera, and the use of a think-aloud protocol to reflect on the videos, provided an opportunity for the primary school children to represent their emotions and appraisal of places multimodally. Applying a typology from Martin and White's (2005) framework for the Language of Evaluation, children's multimodal emotional responses to places in this study tended toward happiness, security, and satisfaction. The findings demonstrate an explicit connection between children's emotions in response to local places through video, while highlighting the potential for teachers to use digital filmmaking to allow children to reflect actively on their placed experiences and represent their emotional reactions to places through multiple modes.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - Are Western Australian adolescents keen book
           readers'
    • Abstract: Merga, Margaret K
      As book reading offers significant benefit for adolescents, a current understanding of whether or not Western Australian adolescents are keen recreational book readers is important for literacy educators and policy makers. This article considers the findings of a study exploring the engagement in recreational book reading of Year 8 and Year 10 students in 20 Western Australian schools in Term 4 of 2012. The article reflects on the frequency and volume of recreational book reading, as well as current attitudes toward recreational book reading in this cohort. The findings of this study suggest that the majority of Western Australian adolescents may not be keen book readers, and that boys may read less, and have a less positive attitude toward book reading, than girls.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - The role of semiotic resource complexes in emergent
           multimodal reading processes: Insights from a young student's reading of a
           comic book
    • Abstract: Ranker, Jason
      In this article, I present a young student's (age 6) multimodal reading of an Incredible Hulk comic book in order illustrate the concept of a semiotic resource complex and explore its role in emergent reading. I define a semiotic resource complex as a conglomeration of individual semiotic resources that have been brought into relation with one another through the process of making meaning. This article illustrates how Jeremy used and accessed several different types of semiotic reading resources from multiple modes, assembling these in the construction of semiotic resource complex that enabled his interpretation of the comic. This look at how semiotic resource complexes play a role in multimodal reading processes lends insight into how students create meanings multimodally as they read, the role that teachers can play in facilitating this process - as well as pedagogical considerations related to maximising students' meaning making potential while reading through the synergistic combination of resources from multiple modes.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - Making connections: The nature and occurrence of links
           in literacy teaching and learning
    • Abstract: Parr, Judy M; McNaughton, Stuart
      Making connections can facilitate learning in several ways, for example, linking new ideas to existing schema or cueing the use of available skills for use in different contexts. The paper focuses on links between reading and writing. Theory suggests common processes operate in reading and writing that are mutually supportive in learning; empirically the relationship between performance in reading and writing is significant. There is evidence that specific writing practices can improve reading and, similarly, that reading can impact writing. This paper presents and applies empirically a framework for analysing the nature of the links that teachers make in literacy learning settings. The framework encompasses both the sites for, and the types of, connection; it is applied using observations and the associated transcripts from two corpora of literacy lessons from guided reading and teacher-led segments of writing lessons at the primary school level. The framework and these data provide a tentative indication of typical practice and important information for professional learning.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - Teachers as mediators: Formative practices with
           assessment criteria and standards
    • Abstract: Dargusch, Joanne
      This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in Queensland. This paper focuses in particular on the teachers' use of assessment criteria and standards with their students for formative purposes. It identifies language difficulties that lead to teacher mediation and interpretation practices. It highlights the processes teachers use to mediate criterial knowledge for their students and the way in which this mediation can influence student engagement with assessment criteria and standards.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 3 - Teaching early writers: Teachers' responses to a young
           child's writing sample
    • Abstract: Mackenzie, Noella M
      Learning to write is integral to literacy learning, while success with literacy is reported to lead to success at school and in life generally. How teachers respond to children's early attempts at writing (often a mix of drawings and print) helps to form children's attitudes towards writing and the paths their experimentations follow. The aim of the study discussed in this paper was to examine early years' teachers' responses to a sample of writing from a young literacy learner in the early stages of the first year of school. Many of the decisions teachers make, are based on teachers', on the run analysis of, and responses to, children's work samples. A teacher survey (N=228) provided three different forms of data: demographic information, responses to questions using a 5 point Likert scale and open ended responses to a sample of early 'writing'. The findings suggest that some teachers are focusing on print conventions and accuracy when reviewing young children's writing samples, and seemingly undervaluing their drawings. This may unintentionally, be making learning to write at school unnecessarily difficult for some children.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - The role of touch in preschool children's learning
           using iPad versus paper interaction
    • Abstract: Crescenzi, Lucrezia; Jewitt, Carey; Price, Sara
      Touch-based interaction is increasingly a key feature of digital learning environments, yet we know little about the specific ways in which digitally mediated touch reshapes interaction for very young children. This paper examines how finger painting processes, a common activity in early years learning environments, might change in digital (iPad) versus physical (paper) learning environments. It draws on the observations of nursery school participants, from one and half to three years old, finger painting on paper and on the iPad, using similar digital painting/drawing activities. The analytical approach draws on multimodal methods of description and builds on multimodal procedures for working with video. In particular, the analysis focuses on different forms of touch-based interaction, to explore whether digital environments engender different kinds of touch and re-shape the character of the physical painting process. Findings indicate both quantitative and qualitative differences in types of touch across these two environments; and suggest that individual children demonstrate different repertoires of interaction, which may be linked to family practices and familiarity with technologies, such as touch screen and handheld devices. Findings are discussed in terms of the implications for learning and children's mark making development, future research directions, and methodological implications for multimodal research approaches.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Touch: A resource for making meaning
    • Abstract: Bezemer, Jeff; Kress, Gunther
      In this article we attempt to provide some ways of thinking about touch. Our aim is to develop new insights into 'touch', as well as in meaning making and communication more generally, by bringing into 'explicitness' meanings which, at present, are referred to by labels such as 'implicit', 'tacit' or 'embodied'. We wish to show that this discussion needs to happen, and it needs to become more precise before we can attempt to settle various issues in connection with touch, such as the implications of touch-screens and other touch-technologies. The frame for our discussion is social semiotics. Taking examples from different domains and communities of social practice, ranging from shoulder tapping and clinical examination in hearing and sighted communities, through to tactile signing in deaf-blind communities, we explore ways in which touch is used as a resource for making meaning, and unpack the multiplicity of meanings attached to the term itself. One question that is central to our discussion is whether and if so, how, touch can represent and communicate meanings and develop into a 'mode' that can serve a 'full' range of semiotic functions within a community.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Editorial
    • Abstract: Walsh, Maureen; Simpson, Alyson
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Notes for authors
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Pedagogic conceptualisations for touch pad
           technologies
    • Abstract: Simpson, Alyson; Walsh, Maureen
      The rationale for the Social Science and Humanities Research Council of Canada (SSHRC)-funded research study, which informs some of the papers in this Special Issue, was based on two driving forces. One was growing international interest in the increased usage of touch technologies in schools. The second was the researchers' growing concern about the need for expanded pedagogic conceptualisations to support teaching with digital platforms such as touch pads. In this final paper of the journal using data from classroom observations and teacher reflection the authors report on the pedagogic challenges of working with the dynamic level of interaction that touch pad technologies promote. To investigate the link between curriculum goals relating to literacy and pedagogic design incorporating the affordances of touch pads an example from the Australian research site is profiled. The evidence drawn from teaching/learning cycles shows that students are provided with increased levels of interactive affordances through touch technologies to develop reading and writing. As a result teachers express the need for careful planning as well as highly flexible pedagogy in this learning context. A picture is beginning to emerge of the nature of teaching with touch pads that supports student agency but a clear account of pedagogy is not yet evident. It is recommended that pedagogic designs for literacy education in the future will need to focus more closely on the materiality of meaning making with technological artefacts while taking into account designed-in and contingent scaffolding.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Toward a phenomenology of contemporary reading
    • Abstract: Rowsell, Jennifer
      With seismic changes in forms of communication and more pervasive use of mobile devices to understand content, reading requires reimagining. Though traditional notions of reading and years of reading research continue to be relevant, there are clearly differences between not only the texts that we read and understand but also differences in how we read them. In this article, I adopt a phenomenological approach to reading practices in order to illustrate how sensory and embodied reading is and, in turn, how methods for interpreting and analysing reading need to turn more to phenomenology and identifying what Merleau-Ponty (1964) describes as 'the essence of the experience'. Built on more of a game-based, ludic approach to reading, I argue that content (i.e., different texts and narrative styles) are processed in different ways and not in a traditional linear, narrative manner. The article draws from a multi-sited two-year project of iPad reading to illustrate how reading has shifted and how our methods for examining it need revisiting.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Touching the virtual, touching the real: iPads and
           enabling literacy for students experiencing disability
    • Abstract: Flewitt, Rosie; Kucirkova, Natalia; Messer, David
      In this paper we discuss the potential of iPads for supporting literacy learning in special education, with a focus on how the gestural and sensory experience of touch can enable young learners with moderate to complex physical and/or cognitive disability to engage in fun, independent and inclusive classroom-based literacy activities. We report on a case study where we observed the literacy learning opportunities offered by the touch screen interface provided by iPads for a diverse group of students aged 3 to 19 years in a special school in the English Midlands. We also made field notes and sought teachers' and students' views about the potentials and challenges of using iPads in the classroom. We begin by outlining our interdisciplinary theorisation of touch, and conceptualisations of its role in learning. Applying these concepts to the data, we discuss the affordances and constraints of iPad devices in terms of mobility, flexibility and sensory experience. We then illustrate how the sensory and kinaesthetic experience of human touch often enhanced the students' motivation, control and independence when engaged in literacy endeavour with iPads, and led to high levels of achievement and creative opportunities for their self-expression.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 2 - Exploring literacies through touch pad technologies:
           The dynamic materiality of modal interactions
    • Abstract: Walsh, Maureen; Simpson, Alyson
      In this paper we explore how the use of gesture and touch with digital technology fits into an overall scheme of meaning making. We investigate the concept of dynamic materiality by looking at examples of cognitive, socially situated and technologically mediated experiences of literacy. Dynamic materiality refers to the constant shift between modes and texts through which students need to navigate to build cohesive layers of meaning between reading and writing for literacy and learning tasks at school. Data for the study was collected through observations of literacy lessons that incorporated reading, writing, talking, listening, creating and viewing in a fifth grade class where each student had a touch pad. Lesson sequences that integrated the use of touch pads for targeted learning purposes were recorded and analysed for evidence of modal layering. When the overall semiotic context was coded it became clear that gesture and touch must be considered as important communicative tools for students working with digital technologies. Furthermore, when students reflected orally on their learning and thinking processes the data shows how their purposeful use of touch provides evidence of dynamic materiality. These findings illustrate the value of including touch in the consideration of modes in meaning making and reveal new ways of viewing literacy in contemporary times.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - Investigating the summer learning effect in low SES
           schools
    • Abstract: Jesson, Rebecca; McNaughton, Stuart; Kolose, Tone
      The term 'summer learning effect' (SLE) is used to describe the situation that often occurs in schools serving low socio-economic status (SES) communities, where achievement plateaus or declines over summer. The effect limits cumulative gains over time and creates a barrier to schools' effectiveness. Although the phenomenon itself is well documented there is little research evidence for how to overcome the effect in local communities. We examined the profile of students' reading losses over summer in low SES schools in New Zealand and found that summer loss is variable across students and classes. We describe the nature of that variability, seeking to identify factors that may make a contribution to overcoming the summer learning effect in reading in low SES schools. Once identified, these factors can form the basis of a locally relevant summer reading programme.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - What retellings can tell us about the nature of
           reading comprehension in school children
    • Abstract: Kucer, Stephen B
      This research investigates what retellings can reveal about the nature of reading comprehension among elementary school readers. A variety of retellings, from a variety of students, reading a variety of texts, were used to generate a comprehension taxonomy. The purpose of the taxonomy was to view the text through the eyes of the reteller. Ultimately, the taxonomy had 7 categories: match, substitution, addition, summary, conflict, omission and rearrangement. The taxonomy was then used as an alternative epistemological lens to investigate the meaning making nature of comprehension in two ways. First, the impact of discourse type on reader comprehension was examined. Secondly, the retelling profiles of stronger and weaker comprehenders, who were all efficient and effective processors of print, were explored. Continued challenges in the use of retellings as well as instructional implications conclude the article.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - Exploring linguistic repertoires: Multiple language
           use and multimodal literacy activity in five classrooms
    • Abstract: D'warte, Jacqueline
      This research provides an insight into how deficit perspectives about everyday language practices can be challenged and offers possibilities for both enhancing classroom teaching and learning and building on students' everyday language skills and experiences in service of learning. In this study, nine teachers and 105 students in grades 5, 6, 7 and 8 collaboratively explored students' everyday language practices, skills and experiences. As co-researchers and ethnographers of their own language practices, these students who spoke 31 different languages and dialects and engaged in wide ranging multimodal activity were given the opportunity to explicitly recognise and use their 'repertoires of linguistic practice' (Gutierrez and Rogoff, 2003) as tools for thinking and acting in their study of English Language Arts. Teachers used this knowledge to design National English curriculum linked lessons and activities. Qualitative analysis reveals positive influences on classroom culture, student identity and confidence and a very noticeable shift in teachers' expectations of their students' abilities.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - Music, multiliteracies and multimodality: Exploring
           the book and movie versions of Shaun Tan's 'The lost thing'
    • Abstract: Barton, Georgina; Unsworth, Len
      Well-known stories in established and contemporary literature for children are increasingly becoming available in various moving image media versions as well as in traditional book formats. Classroom exploration of the same story in different narrative formats has addressed the impact on meaning-making of similarities and differences in language and image across versions. What has received very little attention however, is the role of music in conjunction with image and language in the construction of the potentially different interpretive possibilities of the multiple versions of ostensibly the same story. This paper discusses the nature and role of music, images and language in the book and movie versions of Shaun Tan's story of 'The Lost Thing', drawing attention to the role of music in highlighting key interpretive differences deriving from subtle variation in the use of image and language in the two story versions. Implications for students' multimodal text creation and interpretation in the context of the new Australian Curriculum: English are briefly noted.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - Inservice teachers' perception of a language-based
           approach to content area reading
    • Abstract: Fang, Zhihui; Sun, Yinghui; Chiu, Chu-Chuan; Trutschel, Brian K
      Recent spotlight on adolescent literacy has once again put content area reading at the forefront of discussion. A recurring theme in this discussion is the call for new approaches that engage students in 'close, attentive' reading of richly complex content area texts. One such approach is functional language analysis, or FLA (Fang and Schleppegrell, 2008, 2010). Although the approach has garnered considerable interest among literacy scholars, it is less clear how it is perceived by teachers. This study explored 39 inservice teachers' perception of FLA. The teachers, who enrolled in an online content area reading course, were asked to read and respond to a textbook that describes FLA. Their responses were analysed using a constant comparative method that is inductive, data driven, and iterative. The analysis revealed that the teachers were interested in but apprehensive about the linguistically informed approach. The finding suggests that successful implementation of FLA in content area reading instruction requires that teachers develop deep, overt knowledge about language and be provided ongoing support.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 37 Issue 1 - Embedding English language across the curriculum in
           higher education: A continuum of development support
    • Abstract: Briguglio, Carmela; Watson, Shalini
      The intensification of internationalisation and associated massification of higher education implies the need for universities to accommodate the diverse learning needs of increasingly heterogeneous student cohorts. Consequently, skills in English as a second or additional language (ESL/EAL) need to be developed through personal student initiative and/or deliberate intervention in teaching and learning. This paper argues that the 'international university' should provide a variety of avenues for student language development, ranging from student self-access strategies to language support that is totally embedded in the curriculum. A Multi-layered Model of Language Development Provision (the MMLDP) is presented, and the implications and effectiveness of the different provisions are discussed.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Notes for authors
    • PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Literacy in 3D. An integrated perspective in theory
           and practice [Book Review]
    • Abstract: Walsh, Maureen
      Review(s) of: Literacy in 3D. An integrated perspective in theory and practice, Edited by Bill Green and Catherine Beavis, 2012, Victoria, ACER Press.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Supporting pre-service teachers' academic literacy
           development
    • Abstract: Walker, Elizabeth; An-e, He
      High levels of academic literacy among teachers are imperative if they are to help their students master highly valued academic discourses. To meet the challenge of inducting into dominant discourses the numbers of [teacher education] students who come to university with limited literacy skills, educators have been urged to 'identify strategies' for teaching literacy (Devereux and Wilson, 2008, p.123) and further, to prioritise discipline-based literacy practices (Freebody et al., 2008; Baik and Greig, 2009). This paper presents in detail practices for supporting student teachers' development of academic literacy within a discipline. This practice is an emerging response to problems with traditional support measures such as withdrawal for 'at risk' students, or provision of 'foundation courses' not contextualised within any specific academic discipline, which entail at most tacit literacy acquisition and intuitive application (Martin and Rose, 2007). The practice presented here is, we claim, more detailed/informative, more systematically linguistically theorised, and more appropriately discipline-based than other support measures. The paper details the support's theoretical basis in systemic functional linguistics and the nature of the text-based practice. While acknowledging limitations, we argue for the capacity of the practice to benefit discipline-based literacy awareness; its power to support development of even the most competent student-writers; and its potential delivery flexibility.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Social semiotics and literacy: A case study about the
           social meanings constructed by ads of a children's magazine
    • Abstract: Carvalho, Flaviane
      This article aims to contribute to studies on literacy and multimodality from the theoretical perspective of social semiotics and the methodological framework of visual grammar. The objective is to investigate the types of representations, interactions and compositions produced by visual semiotic resources configured by advertising images promoted by Visao Junior, a Portuguese magazine dedicated to children and youth. The results show: a) the promotion of television channels and news publications owned by the media group of which Visao Junior is also part which are aimed at adults; b) the encouragement of reading and the consumption of cultural products and events; c) the association between the consumption of food and sport; d) the introduction of new values in the child's universe, such as the use and consumption of mobile phones, as well as familiarising the child with banks and their possible relationships with money.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Early childhood designs for multiliteracies learning
    • Abstract: Hesterman, Sandra
      The Australian Government has recently mandated the implementation of an Early Years Learning Framework in early childhood educational settings across the nation. The framework identifies an early childhood pedagogy that will provide children with the best start in life, and maximise their learning potential. This research study investigated how teachers' pedagogical considerations, evident in different teaching approaches, impact on the integration of information and communication technologies to support Multiliteracies learning. Five case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how teacher pedagogy impacts on the quality of children's Multiliteracies learning experiences. An analysis across the five cases with reference to the Australian Children's Education and Care Quality Authority Quality Improvement Plan identifies a Reggio-inspired teaching approach as best supporting the Early Years Learning Framework outcomes and Multiliteracies learning.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Touching, tapping ... thinking': Examining the
           dynamic materiality of touch pad devices for literacy learning
    • Abstract: Walsh, Maureen; Simpson, Alyson
      As touch technologies such as phones, tablets and touch screen tables become more present within classrooms there is a need to examine the relationship between literacy and physical action, particularly non-linear reading paths. This paper presents data, that is part of an ongoing international study, to provide some insights from classroom observations of Year 5 students using iPads as well as traditional paper-based texts within their literacy lessons. This is ongoing research with a large corpus of data being analysed. We use specific examples to examine the reading and writing process for some students as they interact with the physical interface of the touch pads through the mode of gesture. Our goal was to investigate the cognitive and interactional processes that take place when the students read digital texts on a touch pad and to understand the processes used to render hybrid, multimodal 'texts' meaningful. We employ the concept of dynamism to interrogate the embodied iterative explorations students demonstrate through their learning, scaffolded by their teacher's pedagogical adaptation to the potentials of the touch technology.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Investigating synergies between literacy, technology
           and classroom practice
    • Abstract: Kervin, Lisa; Verenikina, Irina; Jones, Pauline; Beath, Olivia
      The ways educators incorporate technologies into their classroom literacy experiences and the implications these present for professional practices have been the focus of discussion for some time. We believe it timely to re-examine these debates in a period of 'digital reform' as we consider the realities teachers report as they use technology as a tool in literacy classrooms. In doing this, we acknowledge the potential of new technologies such as laptops, wireless connectivity, Interactive White Boards and mobile communication devices to reshape pedagogic activity within primary classrooms but aim to capture the reality reported by active practitioners. In this paper we share results from a survey of literacy teachers around Australia. The survey and our analysis are guided by Activity Theory which enables pedagogic activity as it occurs in specific contexts within a larger socio-cultural milieu to be studied. In particular, this approach assisted us to identify, describe and explicate the synergies among (i) the technology or tools the teachers have access to and use in the context of a particular organisation (their school and their classroom), (ii) the contextual factors shaping their selection and implementation, and (iii) and teachers' reported literacy pedagogy.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Revisiting Rosenblatt's aesthetic response through
           'The arrival'
    • Abstract: Pantaleo, Sylvia
      Although numerous scholars and teachers have embraced Rosenblatt's transactional theory of reading, some have misinterpreted and oversimplified her ideas about aesthetic reading and personal response. As well as revisiting Rosenblatt's theory and other scholars' interpretation and extension of her ideas about aesthetic response to literature, this article features a nine-year-old student's written responses to The Arrival (Tan, 2006). The student's work was collected during a classroom-based study that explored developing Grade 4 students' visual meaning-making skills and competencies by focusing on a selection of visual elements of art and design in picturebooks, graphic novels and magazines. Specifically, the analysis of the student's text-based writing reveals how her responses were indeed aesthetic responses, and how instruction about visual elements of art and design can contribute to students' aesthetic responses to texts. The article concludes with a consideration of pedagogical issues associated with the teaching of aesthetic response in classrooms.

      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 36 Issue 3 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Thu, 2 Nov 2017 11:47:32 GMT
       
  • Volume 40 Issue 3 - Being and becoming TESOL educators: Embodied learning
           via practicum
    • Abstract: Andrew, Martin; Razoumova, Oksana
      This paper reports on a qualitative study of the practicum learning experiences of thirty students of Teaching English to Speakers of Other Languages (TESOL) enrolled in a Masters of TESOL Education at Victoria University in Melbourne, Australia. Drawing on current thinking about the role of reflective practice in teacher education, the value of real world learning beyond the classroom and the pedagogical affordances of the practicum, the enquiry aims to identify the types of practitioner learning that occur during practicum placements in terms of enhancing learners' knowledge and skills, increasing their self-reliance and self-confidence and contributing to their growth as educators and individuals, their professional and social identities. Utilising reflective surveys from a portfolio of authentic practicum documents as data, the researchers create thematic narratives of 'being and becoming' which foreground the salient themes. Hence, we demonstrate how the practicum develops participant practice teachers' realisations of their emerging agency as practitioners, makes manifest their perceptions of their increased professional confidence and then serves to indicate the pedagogical value of applying theoretical learning from the classroom to their professional practice. These results suggest the importance of preparing teachers for discovery, both the usual and the unexpected, in the process of planning, implementing and evidencing practicum work, and emphasise the importance of being and becoming to the practicum's work of embodied learning.

      PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • Volume 40 Issue 3 - The complexity of teaching internet inquiry with iPads
           in the early years
    • Abstract: Lynch, Julianne
      Purposefully and effectively locating and reading information on the internet is a critically important aspect of contemporary information literacy. Increasingly younger children seek to develop skills in internet searching and reading to serve their needs and desires both in and out of school. This paper provides a close-up examination of one teacher's practices as she guides students who are in the second and third year of their schooling to undertake internet research. By providing an analysis of a selection of interactions taken from one classroom session, I illustrate the complexity of practices involved, practices that interweave traditional 'print' and new 'digital' materials and skills. The analysis highlights the interdependence of the traditional and the new as the teacher and her students strategically assembled diverse digital and 'non-digital' resources, modes and channels in mutually-supportive ways through the practice of fit-for-purpose inquiry, reading and composition. This practice is contextualised within the often contradictory popular and public discourses that surround early years literacy education and the place of new digital media - discourses that often fail to recognise and affirm teachers' expertise in these complex undertakings.

      PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • Volume 40 Issue 3 - A phenomenological perspective of children's writing
    • Abstract: Merga, Margaret Kristin
      Classroom teachers would recognise the struggle of engaging all students in producing quality writing assignments. This might be the view from the outside, but the world experienced by the child during the act of writing may be comprised of potentially rich and significant meaning that is waiting to be uncovered. This paper explores writing research from cognitive, affective, and social perspectives as the foundations for the major determinants on children's writing experience and engagement. In light of modern trends in technology and pedagogy, we argue for a shift in perspective that views these determinants as crucial factors constituting and shaping the lived experience of the act of writing. Drawing upon various disciplines, we suggest a new phenomenological orientation that positions writing as an experience of the self, the expression of ideas, and the existential phenomena of the lifeworld, to investigate this rarely addressed field of writing research. We offer an emergent preliminary working framework useful for informing pedagogical approach, and we highlight future phenomenological research needed in this area.

      PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • Volume 40 Issue 3 - Learning through responsive and collaborative
           mediation in a tutoring context
    • Abstract: Jaeger, Elizabeth L
      Students are failing standardised assessments in large numbers. As a result, many of these students need the intensive support offered by one-to-one tutoring in order to be successful. In past studies, tutors selected the areas of focus, how instruction would proceed, and how progress would be measured. There is little in the research literature that describes in detail the characteristics of the child being tutored or the specific interactions occurring between tutor and child. This article describes a protocol in which the tutor responded to the particular challenges of the child - in this case comprehension monitoring difficulties - and the way she collaborated with the child to set goals, plan lessons, and celebrate gains. The study was framed by the concept of mediation, and examined the range of tools employed to facilitate literacy gains. These tools consisted of material/symbolic tools such as texts, symbolic tools such as context cues, and human/relational tools such as naming of intelligent behaviour. Data collected included both standards-based and informal measures of reading, audio-recordings of tutoring sessions, and interviews with the focal student. Findings demonstrated clear growth on all reading measures, and interviews tracked improvement in student engagement and confidence. There were also gains in the number, variety, and sophistication of mediating tools employed by the student.

      PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • Volume 40 Issue 3 - Notes for authors
    • PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • Volume 40 Issue 3 - Editorial
    • Abstract: Rennie, Jennifer
      PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • Volume 40 Issue 3 - Teaching Asia: English pedagogy and Asia literacy
           within the Australian curriculum
    • Abstract: Gauci, Regan; Curwood, Jen Scott
      The study was prompted by the introduction of three cross-curriculum priorities within the new Australian Curriculum, and the growing emphasis for students to become 'Asia literate'. It aimed to examine the attitudes that New South Wales English teachers currently hold towards addressing the cross-curriculum priority 'Asia and Australia's engagement with Asia' within 7-10 classrooms. Sociocultural theory and qualitative research were utilised as a means of exploring and accounting for the ways in which these attitudes have been shaped, and the implications this has on curriculum enactment. The study examines the influences that have shaped teacher attitudes towards addressing the cross-curriculum priority, the perceived evidence of political and economic motivations behind the inclusion of the priority, how English teachers define 'Asia' and the consistency of such definitions with those put forth by The Australian Curriculum, Assessment and Reporting Authority (ACARA), and whether English teachers feel prepared to address this cross-curriculum priority in a way that enriches student learning and literacy. The research findings reflect that although English teachers believe that there is value in addressing the cross-curriculum priority, many feel ill-equipped or under-resourced to address it in a way that promotes deep learning and understanding for students.

      PubDate: Fri, 15 Sep 2017 14:18:28 GMT
       
  • 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
       
 
 
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