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

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    Author(s)
    Cumming, Joy
    Kimber, Kay
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Cumming, Joy J.
    Wyatt-Smith, Claire M.
    Kimber, Kay
    Year published
    2011
    Metadata
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    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 ...
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    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.
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    Journal Title
    English in Australia
    Volume
    46
    Issue
    3
    Publisher URI
    http://www.aate.org.au/view_journal.php?id=49
    Copyright Statement
    © The Author(s) 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.
    Subject
    Education Assessment and Evaluation
    Curriculum and Pedagogy
    Language Studies
    Publication URI
    http://hdl.handle.net/10072/45376
    Collection
    • Journal articles

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