Doing multiliteracies: re-envisioning adolescent literacy in new times

In New Times (Hall, 1996), there has been much rhetoric about school’s role in equipping students for the future. Multiliteracies pedagogy allows individual teachers to reconceptualise pedagogy and curriculum thereby addressing adolescents’ complex and demanding literacy needs (New London Group, 1996). As a result of the advent of widespread computer use and Internet Communication Technologies (ICTs), this paper presents new and emerging virtual contexts and environments for adolescent literacy instruction. The paper highlights one teacher’s curricular initiatives/interruptions where Multiliteracies pedagogies and the incorporation of multimodal digital and multimedia design, replaced the progressive monomodal reading and writing workshop. In conclusion, new perspectives on research related to the education of teachers in the 21st century are presented to contribute to the public knowledge base of teacher education in post-typographic societies.

Shrek meets Vygotsky : rethinking adolescents' multimodal literacy practices in schools

Recent research has emphasized the multimodal and digital nature of adolescent literacy practices. These practices cross multiple social spaces, particularly settings outside of schools. This article re-examines current research to yield three caveats that counter assumptions about the pervasiveness, relevance, and spontaneity of youths’ multimodal practices in the digital communications environment: 1. It is incorrect to assume that today’s adolescents are all “digital natives”; 2. Engaging adolescents in multimodal textual practices must involve more than conforming the curriculum to their interests and practices, extending students’ repertoire of skills and genres; and 3. While some new multimodal practices are taken up by adolescents with minimal instruction in informal contexts, greater emphasis should be placed on expert scaffolding of these literacies in school settings.

Orientations to Critical Literacy for English as an Additional Language or Dialect (EAL/D) learners: A case study of four teachers of senior English

Recently, the debate around critical literacy has dissipated as literacy education agendas and attendant policies shift to embrace more hybrid approaches to the teaching of senior English. This paper reports on orientations towards critical literacy as expressed by four teachers of senior English who teach culturally and linguistically diverse learners. Teachers’ understandings of critical literacy are important given the emphasis on Critical and Creative Thinking as well as Literacy as General Capabilities underpinning the Australian Curriculum. Using critical discourse analysis and Janks' (2010) Synthesis Model of Critical Literacy, interview and classroom data from four teachers of English as an Additional Language or Dialect (EAL/D) learners in two high schools were analysed for the ways these teachers constructed critical literacy in their talk and practice. While all four teachers indicated significant commitment to critical literacy as an approach to English language teaching, their understandings varied. These ranged from providing access to powerful genres, to rationalist approaches to interrogating text, with less emphasis on multimodal design and drawing on learner diversity. This has significant implications for what kind of learning is being offered to EAL/D learners in the name of English teaching, for syllabus design, and for teacher professional development.

Adolescent writing development: Improving succinctness using the extended noun phrase

This study examined an aspect of adolescent writing development, specifically whether teaching secondary school students to use strategies to enhance succinctness in their essays changed the grammatical sophistication of their sentences. A quasi-experimental intervention was used to compare changes in syntactic complexity and lexical density between one-draft and polished essays. No link was demonstrated between the intervention and the changes. A thematic analysis of teacher interviews explored links between changes to student texts and teaching approaches. The study has implications for making syntactic complexity an explicit goal of student drafting.

Digital Literacy in Story Spaces

This paper describes a study of digital literacy where the researcher worked with one group of English language arts teacher candidates and one of adolescents, reading and writing hypertext fiction. The findings suggest that the adolescent readers/writers brought a more flexible and multiliterate approach to their digital literacy processes than the teacher candidates.

Beyond the workshop : doing multiliteracies with adolescents

Engaging students’ lifeworlds and the concerns of their communities in globalised, semiotic and information societies is imperative with the complexity of multimodal communication (Lemke 2006) in the ‘new media age’ (Kress 2003). As youth continue to demonstrate their multiliteracies proficiency with new literacies emerging from Internet Communication Technologies (ICTs), education - particularly curriculum and instruction - remains largely focused around monomodal, print-only literacy practices, often ignoring their multiple voices. In New Times (Hall 1996), there has been much rhetoric about the role of education in equipping students for the future. Multiliteracies pedagogy allows individual teachers to reconceptualise pedagogy and curriculum thereby addressing adolescents’ complex and demanding literacy needs (New London Group 1996). This paper presents new and emerging virtual contexts and environments for adolescent literacy instruction highlighting one teacher’s curricular interruptions where Multiliteracies pedagogies replaced the progressive monomodal reading and writing workshop. In conclusion, new perspectives on research related to the education of teachers in the education in post-typographic societies of the 21st century.

Microblogging as a literacy practice for educational communities

Microblogging is an emergent adolescent and adult literacy practice that has become popularized through platforms such as Twitter, Plurk and Jaiku, in the rise of Web 2.0 – “the social web”. Yet the potentials of microblogging for literacy learning in educational contexts is currently underexplored in the research and literature. This article draws on new research with 150 adolescent and adult participants in school and university contexts, which was made possible through cross-disciplinary collaboration between specialists English and Information and Communication Technologies (ICT) educators. Strategies are provided for teachers to establish their own microblogging networks, with suggested activities to enhance the literacy learning of adolescents in educational contexts.

Middle schooling and scientific literacy : bringing the students to science

This study is about young adolescents' engagement in learning science. The middle years of schooling are critical in the development of students' interest and engagement with learning. Successful school experiences enhance dispositions towards a career related to those experiences. Poor experiences lead to negative attitudes and rejection of certain career pathways. At a time when students are becoming more aware, more independent and focused on peer relationships and social status, the high school environment in some circumstances offers more a content-centred curriculum that is less personally relevant to their lives than the social melee surrounding them. Science education can further exacerbate the situation by presenting abstract concepts that have limited contextual relevance and a seemingly difficult vocabulary that further alienates adolescents from the curriculum. In an attempt to reverse a perceived growing disinterest by students to science (Goodrum, Druhan & Abbs, 2011), a study was initiated based on a student-centred unit designed to enhance and sustain adolescent engagement in science. The premise of the study was that adolescent students are more responsive toward learning if they are given an appropriate learning environment that helps connect their learning with life beyond the school. The purpose of this study was to examine the experiences of young adolescents with the aim of transforming school learning in science into meaningful experiences that connected with their lives. Two areas were specifically canvassed and subsumed within the study to strengthen the design base. One area that of the middle schooling ideology, offered specific pedagogical approaches and a philosophical framework that could provide opportunities for reform. The other area, the construct of scientific literacy (OECD, 2007) as defined by Holbrook and Rannikmae, (2009) appeared to provide a sense of purpose for students to aim toward and value for becoming active citizens. The study reported here is a self-reflection of a teacher/researcher exploring practice and challenging existing approaches to the teaching of science in the middle years of schooling. The case study approach (Yin, 2003) was adopted to guide the design of the study. Over a 6-month period, the researcher, an experienced secondary-science teacher, designed, implemented and documented a range of student-centred pedagogical practices with a Year-7 secondary science class. Data for this case study included video recordings, journals, interviews and surveys of students. Both quantitative and qualitative data sources were employed in a partially mixed methods research approach (Leech & Onwuegbuzie, 2009) dominated by qualitative data with the concurrent collection of quantitative data to corroborate interpretations as a means of analysing and developing a model of the dynamic learning environment. The findings from the case study identified five propositions that became the basis for a model of a student-centred learning environment that was able to sustain student participation and thus engagement in science. The study suggested that adolescent student engagement can be promoted and sustained by providing a classroom climate that encourages and strengthens social interaction. Engagement in science can be enhanced by presenting developmentally appropriate challenges that require rigorous exploration of contextually relevant learning environments; supporting students to develop connections with a curriculum that aligns with their own experiences. By setting an environment empathetic to adolescent needs and understandings, students were able to actively explore phenomena collaboratively through developmentally appropriate experiences. A significant outcome of this study was the transformative experiences of an insider, the teacher as researcher, whose reflections provide an authentic model for reforming pedagogy. The model and theory presented became an adjunct to my repertoire for science teaching in the middle years of schooling. The study was rewarding in that it helped address a void in my understanding of middle years of schooling by prompting me to re-think the notion of adolescence in the context of the science classroom. This study is timely given the report "The Status and Quality of Year 11 and 12 Science in Australian Schools" (Goodrum, Druhan & Abbs, 2011) and national curricular changes that are being proposed for science (ACARA, 2009).

Irregular readers : Arthur Conan Doyle’s “six dirty scoundrels”, boyhood and literacy in contemporary Sherlockian children’s literature

Young adult (YA) literature is a socialising genre that encourages young readers to take up particular ways of relating to historical or cultural materials. The first decade of the twenty-first century witnessed a boom in Sherlockian YA fiction using the Conan Doyle canon as a context and vocabulary for stories focused on the Baker Street Irregulars as figures of identification. This paper reads YA fiction’s deployment of Conan Doyle’s fictional universe as a strategy for negotiating anxieties of adolescent masculinity, particularly in relation to literacy and social agency.

Critical literacy and social justice

Given the global escalation of gaps between rich and poor, contemporary work in critical literacy needs to overtly question the politics of poverty. How and where is poverty produced, by what means, by whom and for whom and how are educational systems stratified to provide different kinds of education to the rich and the poor? Yet rather than critical literacy, international educational reform movements stress performative standards on basic literacy. In this context literacy researchers need to ask policy-makers hard questions about taken-for-granted rhetoric that surrounds poverty, literacy and education. At school, regional and state levels, educational leaders need to argue for fair resourcing and decision-making for their communities and students. In classrooms teachers need to weave critical questioning and inclusive learning interactions into the fabric of everyday life.