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

File Size Format
77885_1.pdf 214Kb Adobe PDF View
Title Historic Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountability
Author Cumming, Jacqueline Joy; Kimber, Kay; Wyatt-Smith, Claire Maree
Journal Name English in Australia
Year Published 2011
Place of publication Australia
Publisher Australian Association for the Teaching of English Inc
Abstract 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.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.aate.org.au/view_journal.php?id=49
Copyright Statement Copyright remains with the authors 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
Volume 46
Issue Number 3
Page from 42
Page to 53
ISSN 0155-2147
Date Accessioned 2012-04-12; 2012-05-31T22:40:59Z
Date Available 2012-05-31T22:40:59Z
Faculty Arts, Education and Law
Subject Education Assessment and Evaluation
URI http://hdl.handle.net/10072/45376
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

Show simple item record

Griffith University copyright notice