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dc.contributor.authorCumming, Joyen_US
dc.contributor.authorKimber, Kayen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-05-03T12:00:18Z
dc.date.available2017-05-03T12:00:18Z
dc.date.issued2011en_US
dc.date.modified2012-05-31T22:40:59Z
dc.identifier.issn0155-2147en_US
dc.identifier.urihttp://hdl.handle.net/10072/45376
dc.description.abstractAbstract: 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent219541 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherAustralian Association for the Teaching of English Incen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.aate.org.au/view_journal.php?id=49en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom42en_US
dc.relation.ispartofpageto53en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalEnglish in Australiaen_US
dc.relation.ispartofvolume46en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleHistoric Australian Conceptualisations of English, Literacy and Multimodality in Policy and Curriculum and Conflicts with Educational Accountabilityen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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