The changing face of literacy policy in Victoria
Contribuinte(s) |
[Unknown] |
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Data(s) |
01/01/2009
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Resumo |
In the transition from the twentieth to the twenty-first century, literacy has undergone a fundamental change in the shift from page to screen as the dominant basis for communication. In a communications environment characterised by multimodality - integration of modes of linguistic, visual, audio, gestural and spatial modes of meaning - young people require a broadened repertoire of literacy capacities.<br />Educational authorities with responsibility for literacy policy have responded in terms of curriculum, and assessment advice within a context of rapidly changing forms of multimodal communication. This paper details the early twenty-first century response of one educational authoríty, the Department of Education, Victoria, in reviewing early years literacy curriculum and assessment in light of the rapid developments in digital communications. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Australian Association for Research in Education |
Relação |
http://dro.deakin.edu.au/eserv/DU:30021432/cloonan-thechanging-2009.pdf http://www.aare.edu.au/08pap/clo08508.pdf |
Direitos |
2009, AARE |
Palavras-Chave | #english education #literacy #languages |
Tipo |
Conference Paper |