The introduction of the Australian Curriculum: English in various ways across the country is one of the things making it indeed a âbrave new worldâ for English ...
Welcome
Welcome to Brisbane and QUT’s Kelvin Grove campus for the 2013 AATE/ALEA joint national conference, Brave New World: English and literacy teaching for the 21st century. After two years of separate events in NSW and Victoria, it is good to have the two national associations operating together again. The advent of a common national English curriculum for schooling up to Year 10 highlights the value of our cooperation. The introduction of the Australian Curriculum: English in various ways across the country is one of the things making it indeed a “brave new world” for English and literacy teaching in the nation’s schools and also for the teacher educators who train new entrants to the profession. In addition, the ongoing digital revolution continues to provide exciting challenges and opportunities for teachers at all levels. It often seems that continuing change is one of the few constants in education but we believe that there is a central core of understandings and beliefs that does remain relatively static. It is our hope that the conference will provide opportunities for delegates to reflect on things that should change and how they should change as well as those existing practices and approaches that should be retained. Associations like the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators’ Association (ALEA) exist mainly to support their members via professional sharing. Such sharing is achieved by means of publications and face‐to‐face events such as this conference. Increasingly too, the capabilities of digital technologies are being harnessed to provide interaction between members. We modestly believe that the conference program should have something for everyone. The contributions of international and national speakers are supported by a wide range of workshops, papers and panel sessions. In addition, by the time the conference proper begins, some delegates will have benefitted from concentrated learning in the masterclasses conducted on the day prior. Events like this conference don’t just happen. We’d like to acknowledge all those who have helped make it happen: our speakers and session presenters, the volunteers who have laboured, often for several years, on the various committees, our various sponsors, the firms mounting trade displays, the ever helpful AATE and ALEA national offices, and, last but by no means least, all attendees for making the effort to attend. We hope you all derive value from the professional side of the conference and enjoy the associated social component. And we look forward to seeing many of you again in Darwin next year. From the Conference Convenors: Garry Collins President, English Teachers Association of Queensland (ETAQ) President Elect, Australian Association for the Teaching of English (AATE) Sessional tutor, School of Education, University of Queensland Dr Beryl Exley State Director, Queensland, Australian Literacy Educators’ Association (ALEA) Senior Lecturer, Queensland University of Technology
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Brave New World English and literacy teaching for the 21st century
AATE & ALEA Joint National Conference
QUT, Brisbane 4‐7 July, 2013
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Table of Contents Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Social Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Conference Keynotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Garth Boomer Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Annual Donald Graves Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Opening Plenary Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Closing Plenary Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Conference Keynotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Masterclasses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Cultural Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Authors, Illustrators and Book Signings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Opening Ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Literary Breakfast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Book Launches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Art Installation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Performances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Panels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Thursday Program: Abstracts and Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Friday Program: Abstracts and Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Saturday Program: Abstracts and Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Sunday Program: Abstracts and Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Behind the Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Next Year’s Conference: Call for Presenters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Trade Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Map of QUT Kelvin Grove Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Inside back cover
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Amanda Levido is a Media Arts Researcher at QUT. Her role over the past 2 years has been working with primary school teachers to plan for and implement Media Arts into primary school curriculum. She works with both teachers and students to develop their Media Arts. She is also undertaking a Masters of Education where her study looks at the role of a Media Club in a primary school in Brisbane.
Snapshot: Media arts in the year 4 classroom: From skills based to integration
Amanda Levido, Carly Blyth Abstract: While new media technologies are increasingly accessible for teachers and students to use in classrooms, a question remains about how they can be used effectively to engage students in literacy. In this paper, we provide an overview of how Media Arts was integrated into the curriculum of a Year 4 classroom. We will detail the beginning phases of the project, which included a focus on up‐skilling students on how to use the new media technologies, and the later phases where the focus was shifted to using the technologies to support learning. Students built on the skills learnt early to enhance their engagement in literacy learning. The project involved a Media Arts specialist and the classroom teacher working collaboratively to implement a media arts program. Here will also discuss our team teaching approach, and consider the teacher’s moves to use new skills independently and in new contexts. Biographies: Amanda Levido is a Media Arts Researcher at QUT. Her role over the past 2 years has been working with primary school teachers to plan for and implement Media Arts into primary school curriculum. She works with both teachers and students to develop their Media Arts. She is also undertaking a Masters of Education where her study looks at the role of a Media Club in a primary school in Brisbane. Carly Blyth is a primary school teacher with 5 years experience with Education Queensland. In her time teaching, Carly has taken an interest in ICTs in the classroom, and she has been involved with QUT's URLearning Project for the past four years. Carly is currently the Head of the Arts committee in her school, and is also a Key Science teacher.
Snapshot: “Freer than we feel”: Applying the critical dimension of consciousness to children’s multimodal encoding Kathy Mills Abstract: Reports of children and teachers taking transformative social action in schools are becoming rare. This session illustrates how teachers, while feeling the weight of accountability testing in schools, can be active agents who re‐imagine literacy pedagogy to change elements of their community. It reports the critical dimensions of a movie‐making unit with Year 5 students within a school reform project. The students filmed interviews with people in the local shops to gather lay‐knowledge and experiences of the community. The short documentaries challenged stereotypes about what it is like to live in this community, and critically identified potential improvements to public spaces in the local community. A student panel presented these multimodal texts at a national conference of social activists and community leaders. The report does not valorize or privilege local or lay knowledge over dominant knowledge, but argues that prescribed curriculum should not hinder the capacity for critical consciousness. Biography: Kathy A. Mills is a Senior Lecturer of Language and Literacy Learning at the Queensland University of Technology. A former primary school teacher and School Head of Curriculum, Dr Mills’ research of conventional and new literacy practices in education has been published widely.
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