Integration of information literacy training into engineering and technology education

Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper describes a sequence of purposefully designed activities to help students learn and practice information literacy skills that were integrated into a first-year engineering and technology study unit as a core element of the unit syllabus. A formal evaluation of these activities was planned and undertaken in semester 1 2003.

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.

Shifting to more authentic language and literacy activity in the middle years

This paper reports on the shifts in literacy teaching and learning that occurred at a Melbourne primary school, one of twelve schools that took part in a large research project undertaken by staff at Deakin University funded by the Victorian Department of Education, Training and Youth Affairs: Middle Years Literacy Research Project. The project focused on literacy teaching, learning, and assessment of students in the middle years of schooling. Through close collaboration between the researcher and teachers at the school, significant changes were made to the language and literacy program. These changes reflected current language theory and extended the school's focus on independent learning to the area of literacy. The development of more authentic ways of assessing student learning grew out of the work in the project as teachers sought assessment practices that were consistent with their philosophy of teaching and learning. With a focus on developing authentic literacy practices, teachers developed new ways of tracking and reporting student achievement.

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).

Paying attention to texts : literacy, culture and curriculum

In his paper in English in Australia in 2002, Bill Green called for a literacy project of our own, and for the need to think again, and think newly about the place of literary literacy within contemporary curriculum. But what does literary literacy mean in curriculum that recognises a wide diversity of texts and literacies? If literature and close attention to the aesthetic and imaginative dimensions remain important, what kinds of texts should we value, and how should we attend to them? This article considers how such matters might be taken up with multimodal texts of different kinds.

Teaching literacy in the new media age through the arts

Many school literacy practices often ignore youths' creativity in the 'new media age'. School curricula often do not acknowledge the range of skills adolescents acquire outside formal education. Youths' new multi- modal social and cultural practices - as they fashion themselves creatively in multiple modes as different kinds of people in 'New Times' - points to the liberating power of new technologies that embrace their imagination and creativity. In two middle years classes, adolescents' creativity was recognised and validated when they were encouraged to re-represent curricular knowledge through multi-modal design (New London Group 1996). The results suggest the changed classroom habitus produced new and emergent discursive and material practices where creativity emerges as capital in an economy of practice. Recommendations are put forth for schools to recognise adolescents' creativity - that often manifests itself through their cultural and social capital resources - as they integrate and adapt to the new affordances acquired through their out-of-school literacy practices.