Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability

Autor/inn/en	Cumming, Joy; Kimber, Kay; Wyatt-Smith, Claire
Titel	Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability
Quelle	In: English in Australia, 46 (2011) 3, S.42-53 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Foreign Countries; Literacy; Accountability; Functional Literacy; Public Policy; Federal Government; Educational History; Curriculum Development; Intermode Differences; Learning Modalities; Multimedia Instruction; Information Technology; Technological Literacy; Technology Uses in Education; Teacher Effectiveness; Teaching Styles; Creativity; Alignment (Education); Australia + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Verantwortung; Funktionale Kompetenz; Öffentliche Ordnung; Bundesregierung; History of education; Bildungsgeschichte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Multimediales Lernen; Informationstechnologie; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil; Kreativität; Australien
Abstract	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 (MCEETYA, 1999, 2008) maintained focus on English literacy skills but also identified ICT skills as essential for students for 21st century, suggesting teachers should make use of contemporary learning resources to engage students. Literacy, multimodality and ICT have been intertwined in various definitions of literacy and English in Australian policy and curriculum for some time. This article examines historical and current constructions of English, literacy, multimodality and ICT in policy and curriculum over the last two decades and in current educational accountability practices through NAPLAN. Research on Queensland teacher identification of English literacy skills is reported to show how national educational accountability that fails to reflect policy and curriculum focuses on multimodality may serve to narrow classroom English literacy. (Contains 3 notes.) (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10