Reimagining poetry : innovative literacies, national agendas and digital landscapes

Cloonan, Anne, Hutchison, Kirsten and Paatsch, Louise 2011, Reimagining poetry : innovative literacies, national agendas and digital landscapes, in Creating an Australian curriculum for English : national agendas, local contexts, Phoenix Education, Putney, NSW, pp.81-98.

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Title Reimagining poetry : innovative literacies, national agendas and digital landscapes
Author(s) Cloonan, Anne
Hutchison, Kirsten
Paatsch, Louise
Title of book Creating an Australian curriculum for English : national agendas, local contexts
Editor(s) Doecke, Brenton
Parr, Graham
Sawyer, Wayne
Publication date 2011
Chapter number 6
Total chapters 16
Start page 81
End page 98
Total pages 18
Publisher Phoenix Education
Place of Publication Putney, NSW
Summary Renewing engagement with literature and integrating technologies in order to address the needs of an increasingly diverse student cohort are some of the challenges confronting 21st century English teachers as they go about implementing the Australian Curriculum: English. This chapter reports on an action research cycle of classroom inquiry into the interpretation and creation of poetry, drawing on both multimodal and traditional poetic forms. Three middle school teachers, in partnership with three university-based researchers, sought to explore the possibilities of one-to-one computing for creating differentiated literacy curriculum based on personalised learning goals and harnessing the affordances of multimodal literacy pedagogies. The learning gains achieved through this collaboration exceeded the expectations of all concerned: teachers, students and researchers. Student achievement was shown by their enhanced knowledge and creativity when interpreting and composing poetry. Furthermore, students increased their capacities in other ways, through collaborating and problem-solving, as well as increased technological mastery, meta-cognition and self-assessment. Such transformations in student learning challenge standardised notions of accomplishment in English and the kinds of pedagogy necessary to support their learning. The teachers involved in this research engaged in rich forms of collaboration, engaging in professional learning that matched the learning of their students. For academics, the co-creation of professional praxis with middle years teachers and students reaffirmed their sense of the value of generating literacy pedagogies through reflective dialogue within local, situated knowledge communities
ISBN 1921586532
9781921586538
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category B1 Book chapter
Copyright notice ©2011, Phoenix Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30041211

Document type: Book Chapter
Collection: School of Education
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