Creating and analysing multi-modal texts in English classrooms in open-plan settings

Lovejoy, Valerie, Mow, Lucy, Di Palma, Stephanie, Prain, Vaughan and Edwards, Debra 2015, Creating and analysing multi-modal texts in English classrooms in open-plan settings. In Prain, Vaughan, Cox, Peter, Deed, Craig, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valerie, Mow, Lucy, Sellings, Peter and Waldrip, Bruce (ed), Personalising learning in open-plan schools, Sense Publishers, Rotterdam, The Netherlands, pp.97-120.

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Title Creating and analysing multi-modal texts in English classrooms in open-plan settings
Author(s) Lovejoy, Valerie
Mow, Lucy
Di Palma, Stephanie
Prain, VaughanORCID iD for Prain, Vaughan
Edwards, Debra
Title of book Personalising learning in open-plan schools
Editor(s) Prain, VaughanORCID iD for Prain, Vaughan
Cox, Peter
Deed, Craig
Edwards, Debra
Farrelly, Cathleen
Keeffe, Mary
Lovejoy, Valerie
Mow, Lucy
Sellings, Peter
Waldrip, Bruce
Publication date 2015
Chapter number 6
Total chapters 13
Start page 97
End page 120
Total pages 23
Publisher Sense Publishers
Place of Publication Rotterdam, The Netherlands
Keyword(s) teaching english
multi-modal texts
Summary As in other countries, the aims, rationale, and content of the English curriculum in Australia are hotly contested (Edwards, 2010; Green, 2008; Kress, 2006). Teachers disagree about the degree to which equity outcomes for all students are addressed and the extent to which state and national documents enshrine, or should enshrine, past and/or future versions of literacy (Goodwyn, Reid, & Durrant, 2013; Peel, Patterson, & Gerlach, 2000; Turner, 2007). Reviewing state and national syllabi, Golsby-Smith (2013) also noted ongoing squabbles over ideological investments. Enthusiasts for cultural studies approaches, utilitarian/functional, critical, aesthetic, multi-literacy, and economic rationalist accounts jostle for discursive supremacy (Edwards & Potts, 2008; Edwards, 2010). Beavis (2013), Goodwyn (2012) Goodwyn, Reid, and Durrant (2013), and others point out the continued discrepancy between how teachers in Australia and England perceive English should be taught, what should count as learning, and the outcomes embedded in current English curriculum and actual classroom practice.
ISBN 9789463001915
Language eng
Field of Research 130106 Secondary Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1.1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2015, Sense Publishers
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School of Education
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