cloonan-thechanging-2009.pdf (1.25 MB)
The changing face of literacy policy in Victoria
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.
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.
History
Event
Australian Association for Research in Education. Conference (2008 : Brisbane, Qld.)Pagination
1 - 19Publisher
Australian Association for Research in EducationLocation
Brisbane, Qld.Place of publication
Coldstream, Vic.Start date
2008-11-30End date
2008-12-04ISSN
1324-9339Language
engNotes
Reproduced with the kind permission of the copyright owner.Publication classification
E1 Full written paper - refereed; E Conference publicationCopyright notice
2009, AARETitle of proceedings
AARE 2008 : Changing climates : education for sustainable futuresUsage metrics
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