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Enacting Policy, Curriculum and Teacher Conceptualisations of Multimodal Literacy and English in Assessment and Accountability
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Cumming, Joy; Kimber, Kay; Wyatt-Smith, Claire – English in Australia, 2012
This article examines synergies and gaps in the construction of English, literacy, multimodality in policy and curriculum in Australian education with a focus on current assessment practices and educational accountability in order to make recommendations for future practice for teachers and for policy-makers. The article builds on analyses of the…
Descriptors: Foreign Countries, Public Policy, Educational Policy, Literacy
"Where Lies Your Text?" ("Twelfth Night" Act I, Scene V): Engaging High School Students from Low Socioeconomic Backgrounds in Reading Multimodal Texts
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Callow, Jon; Zammit, Katina – English in Australia, 2012
From the original performances of Shakespeare's plays and the illustrated title page of his First Folios, to the current day use of YouTube, mobile phones and tablets, multimodal texts have been apparent across Western cultures. The rapid development over the last 20 years of technology has markedly increased access to a much broader array of…
Descriptors: Foreign Countries, Secondary School Students, Multiple Literacies, Learning Modalities
Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability
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Cumming, Joy; Kimber, Kay; Wyatt-Smith, Claire – English in Australia, 2011
Attainment of functional English literacy skills by all students has been a focus of Australian national policy since the 1989 Hobart Declaration (MCEETYA, 1989). This focus underpins current educational accountability policy enacted through the National Assessment Program-Literacy and Numeracy (NAPLAN). The Adelaide and Melbourne Declarations…
Descriptors: Foreign Countries, Literacy, Accountability, Functional Literacy