English Revisited: Sucker Punch, Moffatt, Avatars and Forensic Evidence

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Author(s)
Russell, Jennifer
Beavis, Catherine
Griffith University Author(s)
Year published
2012
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Contemporary curriculum guidelines, such as those provided in the incoming Australian curriculum, call for English to attend to multimodal forms of text and literacy as well as more traditional forms. Students are expected to become capable and critical readers, users and creators of texts and forms of literacy that span everything from newspapers to classic texts to visual art to computer games. How to do so, and what this means for English, is often less clear. In this paper, we describe an English curriculum that was at once literary and multimodal, analytic and creative, and embraced a range of opportunities for students ...
View more >Contemporary curriculum guidelines, such as those provided in the incoming Australian curriculum, call for English to attend to multimodal forms of text and literacy as well as more traditional forms. Students are expected to become capable and critical readers, users and creators of texts and forms of literacy that span everything from newspapers to classic texts to visual art to computer games. How to do so, and what this means for English, is often less clear. In this paper, we describe an English curriculum that was at once literary and multimodal, analytic and creative, and embraced a range of opportunities for students to study and create literary and aesthetic texts in many forms. We discuss the opportunities this presented to connect with the excitement of the contemporary world, and the ways in which long standing principles and philosophies of good teaching and learning, and the central concerns of English curriculum across time, might be understood and reconstituted in the digital age.
View less >
View more >Contemporary curriculum guidelines, such as those provided in the incoming Australian curriculum, call for English to attend to multimodal forms of text and literacy as well as more traditional forms. Students are expected to become capable and critical readers, users and creators of texts and forms of literacy that span everything from newspapers to classic texts to visual art to computer games. How to do so, and what this means for English, is often less clear. In this paper, we describe an English curriculum that was at once literary and multimodal, analytic and creative, and embraced a range of opportunities for students to study and create literary and aesthetic texts in many forms. We discuss the opportunities this presented to connect with the excitement of the contemporary world, and the ways in which long standing principles and philosophies of good teaching and learning, and the central concerns of English curriculum across time, might be understood and reconstituted in the digital age.
View less >
Journal Title
English in Australia
Volume
47
Issue
2
Publisher URI
Copyright Statement
© The Author(s) 2012. 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 author.
Subject
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Curriculum and Pedagogy
Language Studies