28 latest Joyce books

Review

Best books of the year

This article identifies favourite publications from 2003 selected by the following writers: Tony Birch, Neal Blewett, Ian Britain, Alison Broinowski, Paul Brunton, Inga Clendinnen, Martin Duwell, Morag Fraser, Andrea Goldsmith, Kerryn Goldsworthy, Peter Goldsworthy, Bridget Griffen-Foley, Clive James, Gail Jones, Nicholas Jose, Brian McFarlane, Brenda Niall, Ros Pesman, Peter Porter, Peter Steele, Chris Wallace-Crabbe, and Robyn Williams.

Catholic books : catholic minds

Graham Greene is perhaps one of the first novelists that springs to a contemporary mind when Catholic writing and literature is mentioned. A convert to Catholicism, he, like many converts before him including John Henry Cardinal Newman (one of the most famous converts of them all) discovered that writing as a Catholic attracted attentions they had never received before conversion. For years Newman was under a Vatican cloud for some of his writing, and Greene was at the height of his international fame when his highly acclaimed novel The Power and the Glory received a ‘negative judgement’ from the Holy Office (despite Cardinal Montini, later Pope Paul VI, as the Vatican’s pro-Secretary of State for Ordinary Affairs intervening on Greene’s behalf at the time).

The failure of dissertation advice books : toward alternative pedagogies for doctoral writing

Anxious doctoral researchers can now call on a proliferation of advice books telling them how to produce their dissertations. This article analyzes some characteristics of this self-help genre, including the ways it produces an expert–novice relationship with readers, reduces dissertation writing to a series of linear steps, reveals hidden rules, and asserts a mix of certainty and fear to position readers "correctly." The authors argue for a more complex view of doctoral writing both as text work/identity work and as a discursive social practice. They reject transmission pedagogies that normalize the power-saturated relations of protégé and master and point to alternate pedagogical approaches that position doctoral researchers as colleagues engaged in a shared, unequal, and changing practice

Bottersnikes and other lost things : a celebration of Australian illustrated children's books

This is a history of illustrated Australian children's books published between 1845 and 2008 that emphasises the lesser known elements of the Australian child's literary history. Beyond the icons, such as May Gibbs' Snugglepot and Cuddlepie and Dorothy Wall's Blinky Bill, lie a wealth of illustrated books that broaden the potential for further research. Bottersnikes and Other Lost Things with over 400 full colour illustrations, is a tangible resource giving researchers the potential to expand our understanding of Australian children's literature: Advertising and ephemeral children's books provide insight into the varied nature children's reading from the turn of the 20th century; The educational reading reveals the expectations of the adults who wrote the School Papers and Readers and the aspirations they had for their readership; Attitudes to cultural difference across this period is remarkable for the overt nature of the racist portrayal of Indigenous Australians during the 19th and first half of the 20th centuries. These are some of the aspects of the Australian child's literary heritage explored for the first time in this history of Australian children's literature.

Picture books stimulate the learning of mathematics

In this article we describe our experiences using picture books to provide young children (five- to six-year-olds) with a learning environment where they can explore and extend preliminary notions of mathematics-related concepts, without being taught these concepts explicitly. We gained these experiences in the PICO-ma project, which aimed to generate more knowledge about the effect of picture books on young children's learning of mathematics. The project's goal is to investigate how picture books can contribute to the development of mathematical concepts in young children, and how the actions of the teacher can strengthen the characteristics of picture books that support learning. The reading sessions described in this article were not intended to be mathematics 'lessons'. Instead, the reading sessions were intended to tell the children a pleasant story and, at the same time, give them something to think about. Based on our research we provide reasons for using picture books to develop mathematical thinking, and include recommendations for practitioners interested in using picture books for mathematics learning.

Pocket books of engagement : a 'just-in- time' framework for a high quality first year student experience

This paper describes a 'just-in-time' engagement framework for a high quality first year experience ('FYE'). The concept 'just-in-time' refers to a student-centered timeline for a managed learning environment based on the week-to-week experiences faced by a first year student in an Australian University semester. The engagement framework detailed in this paper consists of a series of teaching strategies embedded as part of a designed, integrated and co-ordinated first year program, expanding on the transition blueprint of Nelson, Kift, Humphreys & Harper (2006), working within a transition pedagogy (Kift, 2008) and implementing an institutional-wide program of collaborative engagement. This paper discusses the application of this framework to a first year foundational unit in the Bachelor of Laws degree at Deakin University, Victoria, Australia, implemented as part of an embedded institutional-wide transition program.