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. Attached Files Name Description MIMEType Size Downloads Title Creating and analysing multi-modal texts in English classrooms in open-plan settings Author(s) Lovejoy, Valerie Mow, Lucy Di Palma, Stephanie Prain, Vaughan orcid.org/0000-0001-5832-4727 Edwards, Debra Title of book Personalising learning in open-plan schools Editor(s) Prain, Vaughan orcid.org/0000-0001-5832-4727 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 team-teaching 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 9789463001922 9789463001939 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 Persistent URL http://hdl.handle.net/10536/DRO/DU:30091613 Document type: Book Chapter Collection: School of Education Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 02 Mar 2017, 10:19:45 EST Thu, 02 Mar 2017, 10:42:37 EST Fri, 03 Mar 2017, 04:00:31 EST Fri, 03 Mar 2017, 07:06:35 EST Wed, 15 Mar 2017, 05:08:37 EST Wed, 29 Mar 2017, 10:41:21 EST Wed, 29 Mar 2017, 10:48:49 EST Wed, 29 Mar 2017, 10:49:29 EST Wed, 28 Mar 2018, 10:44:26 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 77 Abstract Views, 3 File Downloads  -  Detailed Statistics Created: Thu, 02 Mar 2017, 10:42:37 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.