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The changing face of literacy policy in Victoria

Cloonan, Anne 2009, The changing face of literacy policy in Victoria, in AARE 2008 : Changing climates : education for sustainable futures, Australian Association for Research in Education, Coldstream, Vic., pp. 1-19.

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Title The changing face of literacy policy in Victoria
Author(s) Cloonan, Anne
Conference name Australian Association for Research in Education. Conference (2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 30 November - 4 December 2008
Title of proceedings AARE 2008 : Changing climates : education for sustainable futures
Editor(s) [Unknown]
Publication date 2009
Conference series Australian Association for Research in Education Conference
Start page 1
End page 19
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Keyword(s) english education
literacy
languages
Summary 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.
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.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2009, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30021432

Document type: Conference Paper
Collections: School of Education
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