Relocating the personal : a critical writing pedagogy

Addressing the current and growing interest in the personal, the self, and the autobiographical not only in the teaching of writing, but also across many disciplinary and subject fields, Relocating the Personal describes a rich array of practical approaches to teaching the personal in settings where it has been excluded." "The author argues for the teaching of writing as a political project in schools and communities, and for a notion of the personal which is not simply equated with voice. The construct of narrative is preferred, because it allows teachers to examine all personal writing as a representation and not the same thing as the writer's life. Strategies are developed for examining how experience is portrayed and how it might be written differently, with material effects on both the personal text and the writer's person.

The book incorporates the latest theories of critical and genre literacy as it develops four teaching cases in different education contexts (secondary, undergraduate, graduate, and adult/community).

Writing, English and digital culture

In their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies.

This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.

Strategies to develop divided attention skills through video game training

Research .over the past two decades has confirmed the learning opportunities that video games can offer. The objectives of the current study were to investigate the ability of video games to enhance divided attention skills and compare these skills based on individuals' level of expertise in video game playing. Female participants aged between 17-25 years categorised as experts or novices, were divided into experimental and control groups. All participants completed the pre and post-test of divided attention between which only the experimental group received video game training. Results indicate that participants who received video game practice achieved an increase in their dual-attention skills compared to those who did not receive any training, with novices displaying a greater
enhancement in perfonnance. Implications include the provision of video game training to enhance divided attention skills in air pilot training, driving, and heavyequipment operation apart from other tasks necessitating dual-task efficiency.

Validity and reliability of a voice-recognition game analysis system for field sports

The purpose of this study was to assess the ability of observers to use voice-recognition analysis to accurately classify gait transitions and quantify gait durations typical of team games. Inter-rater and intra-rater reliability was also determined. Four males were filmed performing pre-determined gait protocols, each comprising different sequences of walking, jogging. running and sprinting. Two operators independently classified gait transitions and the time spent in each gait was determined by the voice recognition system. All gait modes as measured by trained observers demonstrated statistically significant correlations (p<O.O I) to predetermined measurement criteria. The mean absolute error for all gait transitions was less than half a second (0.32-0.36 5) with the maximum percentage error being approximately 4% for the walk, jog and run gaits and 10% for sprinting. Gait classification error was low at 1-9%. The intra-rater and inter-rater reliability was consistently high ranging from r =' 0.87 to 0.99. In conclusion, observers using voice-recognition software provided valid measures of time spent in each of the four gait categories with 90% or better accuracy achieved.

Critical injuries ; collaborative Indigenous life writing and the ethics of criticism

The publication of collaborative Indigenous life writing places both the text and its production under public scrutiny. The same is true for the criticism of life writing. For each, publication has consequences. Taking as its starting point the recent critical concern for harm occasioned in life writing, this
article argues that in the reading of collaborative Indigenous life writing, injury may eventuate from critical commentary itself. The critical work of G Thomas Couser and his concern for vulnerable subjects, whose life narratives reach published form through the efforts or with the assistance of another, has its
parallel in the critical attention given to collaboratively produced Indigenous life writing in Australia and Canada. In some cases, however, such analysis is generated without consultation with the Indigenous producers of collaborative texts. Criticism directing its arguments toward the conditions
of editorial constraint by which the Indigenous subject is enclosed or silenced has the ironic and surely unintended consequence of removing the Indigenous participants of collaboration from the field of critical engagement. With particular regard to the collaborative texts Ingelba and the Five Black Matriarchs and Stolen Life: the journey of a Cree woman, this article argues that literary criticism can benefit from the practice of consultation with the Indigenous subjects whose representations it comments upon.