AATE/ALEA National Conference Program and e-Handbook
englishliteracyconference.com.au Table of Contents
Acknowledgement of Country 1 Welcome from Convenors 2 Welcome from Presidents, AATE and ALEA 3 Our Major Sponsors 5 Theme: Challenge and Change 6 General Information 7 Plenary Keynote Speakers 9 2022 AATE ALEA Conference, Darwin 16 Conference Keynotes 17 Daily Program Wednesday 7th July 30 Thursday 8th July 34 Friday 9th July 39 Abstracts and Biographies Wednesday 7th July 42 Thursday 8th July 55 Friday 9th July 71 Digital Posters 88 Discussion Panels 94 Social Program 96 Virtual Treasure Hunt 98 AATE and ALEA Awards 100 International Time Conversions 102 Exhibitors and Partners 103 Contacts 104 Acknowledgement of Country
We respectfully acknowledge the First Nations peoples on whose unceded lands - around the country now called Australia - we are meeting, learning and sharing our stories. We acknowledge their Ancestors, descendants and elders who continue cultural and spiritual connections to Country. We acknowledge the truth of our Australian history and recognise First Nations people’s connection and on-going custodianship of the lands, seas, and skies. We commit to working for a just and equitable future where we live together in peace and harmony.
Gowrie Boys Dance Troup Abergowrie The Acknowledgement of Country video played at the beginning of each day of the conference features students from St Teresa’s College Abergowrie. The school is a Catholic secondary boys boarding college located on Warrgamay Country (Herbert River Valley) 38 kms from Ingham. St Teresa’s College Abergowrie in partnership with families and communities, is dedicated to growing good men and providing a meaningful education in the spirit of Jesus Christ. We have 98 % of the college is First Nations The College has excelled over the last decade in supporting parents and communities to educate remote Indigenous Australian students from the Northern Territory, Cape York, the Torres Strait and even the Brisbane area. We are an inclusive community, embracing families from the Australian mainland and islands. Within the college more than 40 communities are represented and as many as 50 languages and dialects are spoken.
1 Welcome from Convenors
It is our great pleasure and privilege to welcome you to the 2021 AATE/ALEA National Conference: Challenge and Change. The conference committee members are enormously proud to be hosting this joint AATE/ALEA event. We would love to have greeted you in person in Brisbane with our mild winters and sunny, blue skies, but the decision last year to go online in 2021 has meant our conference can proceed uninterrupted. We are certain you will enjoy and be challenged by the diversity of our invited speakers and the quality of the live and pre-recorded presentations, simu-live workshops, and digital posters. As well, we have worked hard to include time for digital breaks, and ample opportunities for virtual networking and socialising. As far as possible, the program tries to imitate much of the feel and experience of a live conference. Thanks to the amazing team with members from Brisbane and Townsville as well as our conference organisers from Adelaide who have worked tirelessly for over four years to make the program and conference possible. It is important to acknowledge that our conference occurs during NAIDOC week, a week each year dedicated to celebrating the history, cultures and achievements of Aboriginal and Torres Strait Islander Peoples. The theme, ‘Heal Country!’: ‘calls for all of us to continue to seek greater protections for our lands, our waters, our sacred sites and our cultural heritage from exploitation, desecration, and destruction’ (https://www.naidoc.org.au/news/2021-naidoc-week-theme-announced-heal-country). English plays as a potentially unifying force in Australia. However, we must also confront the on-going role that it has played in the oppression of Aboriginal and Torres Strait Islander Peoples and the destruction of their languages and cultures. Our hope, therefore, is that our program will encourage you to consider the positive role that we teachers, educators and researchers might play in healing Country. As our own theme states, this conference is an opportunity to consider the changing nature of our practices, bring a critical eye to our work, and think creatively about how to build a future for literacy and English teaching that creates a better world for our students — a world in which they are active, critical and creatively literate citizens. To this end, combined AATE and ALEA national conferences are a great opportunity to hear from the best thinkers and educators internationally and from around Australia. It is a time to feel excited about our shared profession. But the last 18 months have been tough and, at the time of writing, several locations around Australia were facing lockdowns. So, please take care of yourselves and ensure you take plenty of digital breaks – just to rest, recuperate and spend time with the ones you love. There’s no need for FOMO (fear of missing out); many of the presentations will be available until the end of the year. We look forward to seeing and hearing from you online, and to meeting new colleagues we can continue to meet after the conference.
Warm regards, Co-convenors
Lindsay Williams Linda Willis ETAQ President ALEA National Council and Executive Member AATE National Council Member ALEA National Publications Director 2 Welcome from Presidents, AATE and ALEA
Alison Robertson, President, Australian Association for the Teaching of English Welcome to the AATE/ALEA National Conference, with the highly apposite theme of Challenge and Change. Indeed, last year and again now in 2021 we as teachers of English and literacy have learned to change our practice to suit the challenges of the current COVID-19 pandemic. The forward- thinking Brisbane organisers’ decision to make this year’s conference once again online has been proved to be very sensible, as the Delta strain currently immobilises huge swathes of the country. If you are in lockdown at the moment, then at least you are being offered an inspiring array of presentations to enjoy while at home. Huge congratulations must go to the organising committee, led so ably by conference co-convenors Lindsay Williams and Linda Willis. They have been hugely supported by Narelle Daffurn, Kelli McGraw and Garry Collins, and by the numerous committee members of ETAQ and ALEA Queensland. With panel sessions comprised of fascinating people such as Melitta Hogarth, Fenice B. Boyd, Amy Seely Flint, and keynotes by not just them but also Anita Heiss, Benjamin Law and Ursula Dubosarsky et al, plus other live and pre-recorded presentations, this conference has something for everyone! I look forward to connecting virtually with many of you over the next few days.
Alison Robertson AATE President Jill Colton, (Acting) National President, Australian Literacy Educators’ Association
A warm welcome is extended to all conference delegates who are joining in from within and beyond Australia. It is wonderful to have you with us this year to experience what promises to be a stimulating and deeply interesting program.
While I am writing this on Kaurna land in South Australia, I also acknowledge the Indigenous custodianship of the lands and waters on which this conference will be attended and respect the multiple languages and cultures of Australia’s First Nations people, as well as their hopes and visions for Indigenous Australia.
3 The theme of the 2021 AATE/ALEA national conference, Challenge and Change, is certainly pertinent in a time when all of us are experiencing the challenges and changes wrought by a global pandemic. I trust that you will enjoy the opportunity to explore contemporary literacy and English teaching through the exciting range of presentations in this conference. There have been many people involved in making this Brisbane based conference happen. My heartfelt thanks and appreciation go to conference conveners Linda Willis and Lindsay Williams and to conference secretary Narelle Daffurn, program committee co-chair Kelli McGraw and treasurer Garry Collins. I would also like to warmly thank the many other committee members from Queensland who have volunteered their time to support the conference. There have been many challenges to overcome in this, our first fully online conference, where the opportunities of digital change have been taken up with enthusiasm. On behalf of ALEA National Council, I hope you enjoy the conference this year. Best wishes, and I look forward to seeing you on the screen.
Jill Colton (Acting) National President of the Australian Literacy Educators’ Association
4 The Conference Convenors acknowledge the support of our Major Sponsors
Copyright Agency Cultural Fund The Cultural Fund is the philanthropic arm of the Copyright Agency, contributing meaningfully to a wide range of Australian cultural, educational and artistic programs and creators.
Australian Children’s Television Foundation (ACTF) The ACTF champions the production of quality Australian screen stories for Australian kids. Our free teaching resources and webinars support teachers in using ACT content.
Oxford University Press At Oxford University Press (OUP), we believe in the power of the written word and the transformative power of education to inspire progress and realise human potential.
5 Challenge & Change: Contemporary Literacy & English Teaching
The twenty-first century has brought about • How can we engage parents, families and disruptive changes across all parts of society, communities in student literacy learning in providing educators with a variety of opportunities contemporary times, when student well-being and challenges, including those resulting from a is also paramount? global pandemic. Teachers of literacy and English • Does the Australian Curriculum for English seek to ensure that their diverse, digitally-connected adequately prepare students for a diverse, learners gain the power that they need to effectively ‘post-truth’ world? navigate the world in which they live — a world of • What are implications of the review of the challenge, a world with diverse needs and a world Australian Curriculum and the national testing regime? which struggles to make clear just • How will we continue to grapple with the what the ‘truth’ is. opportunities and challenges provided by an Our conference theme asks us to: consider the increasingly online world and increasing global changing nature of our practices; bring a critical eye influences over education that include high- to our work; and think creatively about how to build stakes assessment? a future for literacy and English teaching that creates • How can we develop a strong community of a better world for our students — a world in which practice to build subject knowledge capabilities they are active, critical and creatively literate citizens. in a teaching staff with minimal formal education Some questions we seek to explore are: in the teaching of English? • How have changes and disruptions to schooling brought about by COVID-19 impacted students’ literacy and English learning? • What is the role of the components of literacy development—including context, grammar, spelling and phonics—where linguistic modes of communication have been challenged by the increased integration of images and sound? • How can digital media help us engage students in ‘traditional’ texts and what ‘new’ texts should we be exploring? • In what ways does English and literacy education strike a balance between print-based and spoken language experiences? • How can we ensure we amplify voices of Aboriginal and Torres Strait Islander peoples and students from other culturally and linguistically diverse backgrounds, including refugee and immigrant students? • What do we know now about supporting the diversity of student literacies and identities, including those students with learning differences?
6 General Information
Accessing the Conference Each delegate will be forwarded a login to enable them to access the online conference which includes both live and pre-recorded sessions. For up to six months post conference, delegates will have access to view those presentations which have been recorded. Note that some presenters have requested that their presentation not be recorded. Access to Admin and Tech Support Access to admin and tech support will be available to delegates throughout the conference via a Zoom Room link displayed at the top of the program page for each day, within the conference portal. Social Media facebook.com/aatealeaconference twitter.com/aatealeaconf instagram.com/aatealeaconf/ youtube.com/channel/UClcGvSfDPBLZat7-rz0bBoQ
Use the conference hashtag #aatealeaconf to connect during the event. Times of Scheduled Sessions Please note that all times listed in the program refer to AEST – Australian Eastern Standard Time. Indicative international time conversions are located on page 102. Please check your local time zone.
7 ENGLISH IN AUSTRALIA Call for Papers Challenge & Change AATE/ALEA 2021 Conference Edition
English in Australia Issue 57.1 AATE/ALEA 2021 Conference Edition Deadline for full manuscripts: 30th November 2021
The conference of the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators’ Association (ALEA) will be an online event in July 2021, hosted by Queensland literacy and English teachers. The conference theme is ‘Challenge and Change’.
The twenty-first century has brought about disruptive changes across all parts of society, providing educators with a variety of opportunities and challenges, including those resulting from a global pandemic. Teachers of literacy and English seek to ensure that their diverse, digitally-connected learners gain the power that they need to effectively navigate the world in which they live — a world of challenge, a world with diverse needs and a world which struggles to make clear just what the ‘truth’ is.
Our conference theme asks us to: consider the changing nature of our practices; bring a critical eye to our work; and think creatively about how to build a future for literacy and English teaching that creates a better world for our students — a world in which they are active, critical, and creatively literate citizens. This Special Edition is available for the publication of research, panel discussions, plenaries and keynotes presented at the conference. Full scholarly papers of between 4000 and 8000 words (including references) should be submitted to https://english-in-australia.scholasticahq.com/ by 30th November 2021. Guidelines for contributors and information about English in Australia can be found at https://www.aate.org.au/journals/contribute-to-english-in-australia All manuscripts are subject to double blind peer review.
Questions about this CFP can be directed to the Special Edition Editors: Dr Kelli McGraw: [email protected] Dr Lindsay Williams: [email protected] Plenary Keynote Speakers
Council of Teachers of English (NCTE) Professional THE DONALD GRAVES Dyad for Culturally Responsive Teaching cohort, ADDRESS examining culturally sustaining pedagogies in primary classrooms. Amy is published in top- tier research and practitioner journals, including Reading Teacher, Journal of Literacy Research, Educational Leadership, Language Arts, and Teacher and Teacher Education. She is the author of Literate Lives: Teaching Reading and Writing Plenary Keynote in K-6 classrooms (Wiley), and lead author of Literacy in Australia: Pedagogies for Engagement (Wiley). These textbooks are widely used in teacher education programs throughout the United States and Australia. Amy is also co-editor of New Methods of Literacy Research (Routledge). In addition to publications, Amy has presented her research in numerous national and international venues, including Australia, Finland, Iceland, Belgium, Spain, Sweden, Holland, New Zealand, South Africa, and Costa Rica. Amy is a board member of the Early Childhood Assembly for NCTE, an editor for Literacy Research: Theory, Method and Practice and past co-editor of Language Arts. She was an elementary teacher for six years in Atlanta, Georgia and Los Angeles, California. Professor Amy Seely Flint Amy Seely Flint is a professor in the Elementary, “He said what is your greatness and what is Middle and Secondary Teacher Education change?”: Teachers and children at work in culturally Department at the University of Louisville (USA). sustaining and critical writing classrooms Her research interests include critical and new literacies, teacher professional development, and Culturally sustaining and critical writing pedagogy early literacy development. Amy has an active invites teachers and children to respond to, record of grant activity, including federally funded problematize, construct and (re)design texts that projects by the US Department of Education and lead to new ways of being and interacting with USAID. Amy was PI on Project PAL South Africa, a the world. Building from Graves’ (1983) seminal longitudinal study examining teachers’ knowledge research on the writing process of young writers of literacy, new literacies, and technology in the and asset-based orientations towards learning Western Cape of South Africa. In addition to this such as funds of knowledge (Moll et al, 1992) and project, Amy worked extensively with primary culturally relevant pedagogy (Ladson-Billings, 1995), grade teachers over a 5-year period in Atlanta, a culturally sustaining and critical writing pedagogy Georgia, USA studying pedagogical practices and explicitly attends to language, power, and culture professional identity when working with English during writing instruction. In this presentation, learners. She served as Co-Director of the Kentucky four distinct but intersecting constructs that Reading Project, a statewide initiative to support frame a culturally sustaining and critical writing teacher knowledge and practices in literacy. pedagogy will be introduced: (1) centering the role Most recently, Amy was a member of National of language and dialogue; (2) leveraging cultural
9 and social resources; (3) foregrounding agency years of schooling. When Don passed away in and (4) enacting a critical imagination on paper 2010, he had written 26 books, numerous articles and on screen (Flint,2015). Centering language in and spoken at many professional gatherings and writing instruction affords students opportunities conferences. He communicated with passion, to draw upon and expand their linguistic resources reframed and raised learning expectations around and metalinguistic awareness as they dialogue student achievement and galvanised all who heard and compose with others. In doing so, linguistic him to reflect powerfully and personally on their hybridity and pluralism are celebrated and sustained deepest teaching beliefs. in classrooms and communities. Students’ cultural In one of his very early books, Don wrote: 'Children and social resources are leveraged in ways that want to write. For years we have underestimated use these repertoires of practice as the basis of their urge to make marks on paper. We have writing instruction, not just a bridge to dominant underestimated that urge because of a lack of discourses. Students embody agentive stances in understanding of the writing process and what their writing when they have the freedom to create children do to control it. Without realising it we wrest and control what semiotic resources are used and control away from children and place roadblocks what is produced. Thus, writers become “agentic that thwart their intention.’ designers of their social futures” (Leander & Boldt, To honour the importance of Donald Graves’ 2012, p. 28). The final construct, enacting a critical contribution to the teaching profession, ALEA imagination, encourages students to compose and and PETAA have made an ongoing commitment (re)design texts that have the power to transform to support The Donald Graves Address. It is our their worlds (Flint & Laman, 2012; Lewison & intention that, through this address, speakers Heffernan, 2008; Vasquez, 2017). A culturally will revisit key messages from Donald Graves’ sustaining and critical writing pedagogy centers and writings and research and draw connections with extends the languages, literacies, and practices of contemporary practice: identifying the roadblocks students in the “democratic project of schooling” thwarting children’s natural intent to express (Paris, 2012, p. 95) and conveys the complexity of themselves; challenging current orthodoxies; our diverse and pluralistic society. In the spirit of maintaining writing as a central, powerful and Donald Graves and his respect for teachers and exciting process at the heart of students, this session showcases teachers and children’s meaning making. children “at work” in culturally sustaining and critical writing classrooms.
Donald Graves (1930–2010) Professor Donald Graves’ scholarly research and publication into how children learn to write revolutionalised the teaching of writing in the 1980s, particularly for practitioners working in the early
10 Australian English the only means of communication THE GARTH BOOMER privileged in the Australian Curriculum? And be so bold to ask: could (or should) subject English ADDRESS be renamed? Why not Languages, literacy and communication as found in the Welsh Curriculum or how about, simply, Language Arts? I want to query the privileged positioning of subject English and its role in privileging the dominant norm. The subject content, the privileging of the coloniser’s Plenary Keynote language, the silencing of Indigenous voices, even the naming of the subject – all work to maintain the status quo. In a world where technology auto-corrects and predicts our writings, where ‘new’ ways of communicating such as emojis are becoming prevalent, where the written word is reduced to memos, text messages and emails, where the evolution of language is studied and yet, the consistent message is that you must excel in Standard Australian English. There has never been a ‘pure’ English nor a standard Australian English in colonial Australia. Our curriculum makes this explicit when we ask students to explore the evolution of language. And so, I am left asking – is subject English just another act of assimilation?
Dr Melitta Hogarth Melitta Hogarth is a Kamilaroi woman who is the Assistant Dean (Indigenous) and Senior Lecturer at the University of Melbourne. Melitta’s interests are in education, equity and social justice. Her PhD titled “Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy” was recently awarded the Ray Debus Doctoral Award for Research. [email protected] subject English : A provocation The power of the coloniser within colonial Australia Garth Boomer (1940–1993) is clear when we consider how central to the No-one has contributed more to the teaching of teaching and learning and schooling in Australia English in Australia than Garth Boomer. A life-term is the privileging of Standard Australian English. member of AATE (awarded Life Membership in Prior to 1788, the peoples and the lands of this 1977), he was described as a “provocative and country were abound with languages. That was inspiring conference speaker, vigorous workshop until the coloniser exerted their power and insisted leader, compelling writer, pace-setting president.” on a supposedly monolingual society despite One of his secrets as a learner and educator was being an amalgamation of various Englishes. that he recognised that his own growth took place Quintessential to maintaining the status quo in conjunction with others. On many occasions he and assumed power of the coloniser is subject would quote from Tennyson’s Ulysses – “I am a part English. In this presentation, I want to extend the of all that I have met” – and he had a fondness for provocation I raised in 2019 – why is Standard
11 the poem’s final line – “To strive, to seek, to find, and not to yield” – which was inscribed on his funeral plaque. While many English teachers in Australia may not have met Garth, some may not have read his work, and a few may have not even have heard of him, his influence remains present and powerful. Garth graduated from Adelaide University and taught in state secondary schools, before becoming the first consultant in English in South Australia. He wrote a range of texts for English teaching and completed a Masters degree at the London Institute of Education. On his return to Australia, he became an education officer, an inspector of schools, and in 1980 Director of Wattle Park Teachers Centre (the curriculum and teacher development centre for the South Australian system). His influence spread quickly around Australia and overseas. In 1984 he became the Director of the Curriculum Development Centre Canberra, then the Chairman of the Commonwealth Schools Commission, then the interim Chairman of the Schools Council, one of four councils of the National Board of Employment, Education and Training. In 1988 Garth returned to South Australia as Associate Director-General of Education (Curriculum). He served as President of the Australian Association for the Teaching of English from 1981–1984, and for two years from 1983 was chair of the International Federation for the Teaching of English. Pedagogy was Garth’s driving focus. His writing captured a seminal revelation of action and reflection for teachers of yesterday, today and tomorrow, and remains to inspire us: The spitting image (with Dale Spender), Negotiating the curriculum, Fair dinkum teaching and learning, Changing education and Metaphors and meanings.
12 Opening Plenary Address Enterprising Literacy Educators: Turning Challenges into Unprecedented Change The presentation draws on the life of Septima Poinsette Clark that addresses ways in which teachers, students and community members turn challenges into opportunities. Septima Poinsette Clark was a Black American woman, teacher, and civil rights activist. Born in Charleston, South Carolina on May 3, 1898 she believed that Black Americans had a right to vote and that voting required them to be able to read, comprehend and write their names. In addition to teaching adolescents to read, she worked tirelessly to teach illiterate adults to read so that they could register to vote in U.S. elections. The last sentence of her written biography she states, “The only thing that’s Professor Fenice B. Boyd really worthwhile is change. It’s coming.” Almost seven decades later after Clarks’ teachings and Professor Fenice B. Boyd is Chair and Professor activism, COVID-19 presented a public health in the Department of Instruction and Teacher crisis that would change the professional and Education (ITE), in the College of Education at the personal lives of people around the world. Due to University of South Carolina. From 2001 – 2017 she its threat on everyone’s health and safety, schools was a faculty member in the Graduate School of closed and educators near and far had to instantly Education at the University at Buffalo, SUNY where change instructional delivery methods to support she served as the Associate Dean for Teacher students’ learning. There is much to be learned Education for five years. Boyd was also the lead about how teachers, parents, guardians, students Principal Investigator (PI) for The Buffalo Partnership and community members adapted and what the Project—a funded collaborative professional adaptations mean for literacy and English teaching development initiative between one public high moving forward. How can challenges, such as school and the University at Buffalo. a global pandemic be used to create equitable, Prof. Boyd’s research interests centers on topics of diverse, and access to more inclusive opportunities diversity writ large—diversity as related to students’ for Aboriginal, Torres Strait Islander, Black American, ethnic, cultural, and linguistic backgrounds, Latina/o, and Indigenous groups and their academic abilities, instructional approaches and communities? And what might educators learn from curriculum materials. She has published three these challenges and groups that may enhance and co-authored and two co-edited books, as well as amplify school curriculum, materials, and methods numerous articles and book chapters. She began for literacy and English teaching? The presentation her career as a teacher of middle school students. takes a historical and sociocultural perspective that Throughout her career in higher education, she has addresses enterprising performances of literacy taught undergraduate, master’s and doctoral level educators when faced with challenges. Enterprising courses. educators might assume a passive position or In 2015 Prof. Boyd spent her sabbatical as a Visiting they might take an energetic stance and seize Scholar at the University of South Australia in opportunities to think creatively about teaching that Adelaide. She was fortunate to spend 5 months in builds communities of active, critical and resourceful Australia and enjoyed meeting people during her citizens. Stories that convey how challenges result travels throughout the country. in unprecedented positive change for teachers, students and community members will be shared.
13 Plenary Keynote into the centre. Growing up as a Chinese-Australian closeted gay kid in a very white suburb, and in the last mainland Australian state to decriminalise homosexuality, he also understands the cost of not having a more inclusive representation of what the Australian story can be. How and why should we encourage each other – especially young people – to expand our idea of what the Australian story is, and could be … and what might happen if we did?
Plenary Keynote Speaker Partner
Thank you to GrammarTraining.com for their support in sponsoring Benjamin Law’s presentation.
Dr Benjamin Law Benjamin Law is an Australian writer and broadcaster. Benjamin created and co-wrote three seasons of the award-winning SBS TV series The Family Law, based on his memoir, and his sold- out debut play Torch the Place (Melbourne Theatre Company) ran February–March 2020. In 2019, he was named one of the Asian-Australian Leadership Summit’s (AALS) 40 Under 40 Most Influential GrammarTraining.com helps Australian teachers Asian-Australians (winning the Arts, Culture & get confident teaching grammar! Sport category) and one of Harper’s Bazaar’s Accredited, self-paced, online PD with expert Visionary Men. He has a PhD in creative writing and support and free resources. cultural studies from the Queensland University of Technology. Benjamin has worked on ABC Radio and TV. You can catch him on numerous TV shows including The Drum (ABC), The Project (Ten), and the ABC’s two-part ABC feature documentary on Chinese-Australian history, Waltzing the Dragon. From the Margins to the Centre: Expanding the Great Australian Story Australia is a continent of forgetting and erasing stories. Colonisation nearly erased over 65,000 years of First Nations history. Most of Australian history is still told through the perspective of powerful white, heterosexual and able-bodied men. But what about other stories? Aboriginal and Torres Strait Islander stories? Stories about and by women? Stories about migrants, queer people and Australians with disabilities? Through his work as a screenwriter, journalist, playwright, essayist, editor, columnist and author, writer Benjamin Law has seen the impact of bringing stories from the margins and
14 Closing Plenary Address Kaurna people who have inhabited Australia for tens of thousands of years. Much as Professor Rigney guided the presenter and her partner to ‘see’ Australia in a new light, the presenter invites conference attendees to consider their own guides through the 2021 AATE/ALEA conference asking questions such as the following: Which presenters challenged you to see your work as a literacy educator in new ways? Which presenters inspired you to change your practice to better meet the literacy learning needs of your students? In the remainder of the talk, the presenter weaves her own learning journey over days of the conference with the learning journeys of several colleagues who also attended the conference. In doing so, she highlights some of the presenters who (a) challenged her and her colleagues to see their work Dr Cynthia Brock as literacy educators anew, and (b) inspired her and Cynthia Brock is a professor at the University of her colleagues to plan changes to their practice as Wyoming where she holds the Wyoming Excellence a result of those insights. The presenter ends her in Higher Education Endowed Chair in Literacy talk identifying key elements that nudge educators Education. Her scholarly research agenda centers to challenge their understandings so that they might on the study of opportunities for learning. She bring about positive change in their work as literacy explores the literacy learning opportunities of educators. elementary children from diverse cultural, linguistic and economic backgrounds; she also explores ways to work with pre- and in-service teachers and administrators to foster children’s literacy learning opportunities. She has conducted qualitative research in cross-cultural contexts including the United States, Australia, England, Fiji, Thailand, Laos, Spain, Chile and Costa Rica. Embracing Challenge to Bring About Change: Highlights of the 2021 AATE/ALEA National Conference Using the metaphor of a journey, the presenter begins her talk recounting an experience traveling the Tjilbruke Dreaming Tracks in South Australia with an Indigenous colleague as a guide. In 2015, Professor Irabinna Rigney spent an entire day with the presenter and her partner explaining the significance of the Tjilbruke Dreaming Tracks and showing them different important points along the way. The presenter and her partner had been living in Australia for two years at the time of the Tjilbruke Dreaming Tracks journey, and perhaps not surprisingly, their experience that day transformed the way they viewed Australia; they got a glimpse into the lives, experiences, and knowledge of the
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Conference Keynotes
Rhianna Patrick, Keynote Dr Peter Bowers, Keynote Rhianna Patrick, Audio Content Creator, is a Torres Pete Bowers, Ph.D., is a teacher, researcher, author, Strait Islander media professional with family and founder of WordWorks Literacy Centre. connections to the Zagareb (Mer) and Wagadagem Pete taught Grades 3-6 for 10 years before earning (Mabuyag) clans of Zenadth Kes (Torres Strait). his Ph.D. from the Faculty of Education at Queen’s Rhianna spent nearly two decades at the ABC, University. His research and practical work with working across news, tv documentaries, and for the schools and educational groups has been pivotal last decade, was the presenter of two national radio in transforming how teachers, tutors and students programmes on ABC Local Radio. Rhianna is now around the world understand English spelling. the Head of Audio and Podcasts at independent Instead of putting up with a frustrating system full Indigenous online media company, IndigenousX. of exceptions, the structured word inquiry (SWI) com.au. community understands that investigating the spelling-meaning connections in words is not only She also curates Spotify’s Original Storytellers rich literacy instruction -- it is a rich context for playlist once a month and was Lead Curator on leveraging learning about any subject. a major Torres Strait Islander exhibition (Island Futures) which just opened at the Queensland His teacher resource book, Teaching How the Museum at the end of June.The power of storytelling Written Word Works expands on the lessons of for young people in the digital era his vocabulary intervention (Bowers & Kirby, 2010) which found generative vocabulary learning for The power of storytelling for young people in the experimental group, and introduced the term the digital era. “structured word inquiry.” His workshops have taken A great story has the power to keep you reading, him to Europe, Africa, Asia, Australia, the Middle listening or watching as you hang on to every word. East, and North America. It doesn’t need gimmicks or superfluous words, but Structured Word Inquiry (SWI): Improving can you tell a good story or break down a complex literacy learning by making sense of English news story in a 60 second tiktok video? While it spelling might seem like mission impossible, young people are doing just that with great skill and ease. What Wouldn’t it be amazing if we could just push a avenues are young people choosing to tell their button, and all of a sudden, English spelling was stories through? What platforms are they choosing a totally reliable, ordered system that we could to spend their free time on? Find out how young understand? The surprising fact is that linguists like people are using digital storytelling to tell their own Noam Chomsky and Richard Venezky have long stories in their own way and how young Indigenous been telling us that we already have an extremely young people across the world are using these well-ordered spelling system. The catch is that platforms to make sure they are represented and heard. we need to understand that the conventions for English spelling evolved to reflect cues to meaning
17 (morphology and etymology) and phonology The Oral Language Book (2016) and The Reading (grapheme-phoneme correspondences) and how Book (2019). In 2021, Sheena was appointed as they interrelate in our morphophonemic language. a Member of the New Zealand Order of Merit for Assuming English spelling has many ‘exceptions’ services to education. is the result of mistaking it as essentially a ‘sound Louise Dempsey is an experienced teacher, representation system’ without reference to how consultant and trainer who has worked in New grapheme choice is bound to spelling-meaning cues Zealand and the United Kingdom. She facilitates that make sense of spellings like sign, two, does, literacy training and professional learning around one and countless other words typically presented New Zealand and Australia and has completed as ‘exceptions’ children need to memorize as a range of writing projects for NZ and English ‘sight words’. In this session Dr. Bowers uses publishers, including the Department of Education examples of instruction from across the grades to in the United Kingdom. With Sheena Cameron, make sense of English orthography, and in turn to Louise co-authored The Writing Book (2013), The use that orthographic understanding as leverage Oral Language Book (2016) and The Reading Book for literacy learning (spelling, vocabulary, reading) (2019). but also as leverage for deepening understanding Using poetry to improve writing outcomes for of content area study by linking the vocabulary ‘at risk’ writers terms to underlying meanings and related words. This workshop will present an integrated literacy Participants will see that far from reducing attention approach to teaching poetry that provides a high to grapheme-phoneme correspondences, SWI degree of support for ‘at risk’ writers. The workshop uses morphology and etymology as a context to references a project in which Sheena and Louise provide more explicit instruction about grapheme- worked with a group of Year 3-7 ‘at risk’ writers phoneme correspondences that is possible when and their teachers. The aims of the project were to that interrelation of phonology and meaning are left improve students’ confidence and attitudes towards unaddressed. The theory and research behind SWI writing and in turn improve writing outcomes. practice will be addressed as well. Examples of students’ work and poetry frameworks will be shared and discussed.
Sheena Cameron MNZM and Louise Dempsey, Dr Rod Campbell AM, Invited Workshop Invited Workshop Presenters Presenter Sheena Cameron MNZM is an experienced teacher Dr Rod Campbell AM PhD is a teacher, writer and who has taught at primary, intermediate and consultant whose professional experience includes tertiary levels. Sheena currently facilitates literacy English language, literacy education, grammar workshops both in New Zealand and internationally instruction, curriculum theory and application, and is the author of a number of books including teaching practices, assessment practices in Teaching Reading Comprehension Strategies (2009) education and training, developmental psychology and with Louise Dempsey, The Writing Book (2013), and classroom research. In more than 56 years in
18 education, he has taught in early childhood, primary, the introduction of Halliday’s Systemic Functional special education, and secondary classrooms. Over Grammar. Another finding from my post-doctoral a period of 28 years, he trained teachers for early research was that teachers needed practical ways childhood and primary classrooms. Rod has held to learn grammar and how to teach it. The issue adjunct positions at two universities. of teaching grammar remained, a continuity that For the last 20 years, Rod has worked in schools saw off the constant implementation of change, but in Australia, Asia and the USA mentoring teachers that had left a series of challenges. The challenge in classrooms in the teaching English grammar of meeting teacher knowledge, confidence and for writing and reading. His teaching strategies skill in teaching grammar has since been met by and advice for teaching grammar for writing has providing teachers with strategies and information been widely acclaimed by classroom teachers and that help them to learn about English as they teach curriculum leaders in hundreds of schools. it. This highly practical and interactive workshop will show teachers how to teach English grammar, Rod has co-authored 20 textbooks in literacy and to develop that confidence in teaching content, education in Australia, Canada and the USA, the strategies and processes for writing and reading. most recent books being Literacy for the 21st century (2012, 2015, 2019) and Teaching English Grammar (2014 and 2018), all published by Pearson Education Australia. In 2015, Dr Rod Campbell was a Finalist in the Professor Betty Watts OBE Memorial Award for Outstanding Contribution to Teaching. In 2018, he was appointed a Member of the Order of Australia for significant contributions to literacy education over many years of service to teaching and for his publications. [email protected] Teaching English Grammar: Continuity, Change and Practices Dr Stacey Campbell, Continuity is ever the issue in education. Change is the constant and its implications for the continuation Keynote of content and process in teaching has been Stacey Campbell is a Senior Lecturer in English, evident during my career of 56 years in teaching. literacies and language at Queensland University The history of the teaching of grammar as part of Technology and co-editor of Practical Literacy: of the curriculum reflects these implications. The The Early and Primary Years. She is currently on changes to the teaching of knowledge of English the Editorial Review Board for The Reading Teacher began in 1970s, following the publication of the journal. Stacey has over ten years experience discussions of the Dartmouth Conference of English as an early years primary school teacher and teachers in New Hampshire in 1966 (Muller 1967; director of prior-to-school services. In addition to Dixon 1969). Grammar and etymology (known her teaching qualifications, she has a Masters in once as Latin roots or derivation) disappeared from children’s literature and PhD exploring phonics and the curriculums in English-speaking countries. commercial programs in early childhood education. Consequently, there is a problem in the teaching Stacey has developed a range of professional of English grammar since so many teachers have development literacy resources for teachers and limited knowledge of English grammar and do parents and presented her research nationally not feel confident in teaching grammar for writing and internationally. Her research interests include and reading. My research found, inter alia, that code-related literacy, phonics, oral language and change back to grammar teaching would lead to children’s literature. a need for teachers to know that grammar, once the need for teaching grammar returned to the What’s really happening in an era of phonics curriculum. This change, the return to teaching fast and first?: Commercial programs, grammar, began in Australia early in the 1980s with teaching, and all things learning to read
19 Diverse and conflicting views and beliefs on learning and teaching literacy continue to be fuelled by the phonics debates. To date, there has been little agreement amongst educators, or indeed families and the public, on the benefits of synthetic phonics instruction through the use of commercial phonics programs in teaching children to read, and while this has primarily been focused on the early years of schooling there are implications for teaching and learning in the primary and secondary years as well. Recent research has demonstrated that teachers report diverse beliefs around how code-breaking Professor Karen Coats, skills should be taught to children aged from two years who are beginning to read (Boardman, 2021; Invited Pre-recorded Campbell, 2020, 2015) through to middle school aged children requiring additional reading support Address (Siuty et al., 2016). The use of pre-packaged Karen Coats is Professor of Education and Director literacy programs to teach codebreaking is on of the Centre for Research in Children’s Literature at the increase as a solution to a perceived lack of the University of Cambridge. She publishes widely quality reading instruction. Commercial synthetic on the intersections between youth literature and phonics programs are either mandated or highly cultural and literary theory, with a special emphasis recommended in many English-speaking countries on psychoanalytic theory and cognitive criticism. and some Australian States and Territories. In She has co-edited several collections, including this presentation I will unpack current research on The Gothic in Children’s Literature: Haunting the phonics, highlighting advantages from ‘both sides’ Borders (with Anna Jackson and Roderick McGillis), of the debate as they relate to teaching phonics Handbook of Research on Children’s and Young and learning to read. I will also provide details Adult Literature (with Shelby A Wolf, Patricia Enciso, of research on teachers’ beliefs around these and Christine A. Jenkins), Mothers in Children’s and issues. Given teachers’ beliefs can affect teacher Young Adult Literature: From the Eighteenth Century behaviours and ultimately, a child’s learning, this is to Postfeminism (with Lisa Rowe Fraustino), and a timely discussion about the increased emphasis Teaching Young Adult Literature (with Mike Cadden on explicit systematic phonics instruction and how and Roberta Seelinger Trites). She is also the to find a productive balance between the use of author of Looking Glasses and Neverlands: Lacan, commercial programs, that often promote a scripted Desire, and Subjectivity in Children’s Literature pedagogical approach, strategies to develop (2004); Children’s Literature and the Developing children’s reading effectively, and their love of Reader (2013); and The Bloomsbury Introduction to reading as a core purpose of teaching and learning Children’s and Young Adult Literature (2017). literacy. UniSA Mem Fox Visiting Research Fellow, Fellowship supported by ALEA.
What Do Children Want?: Entanglements of Desire, Literacy, and Children’s Texts In 2011, Elizabeth Birr Moje and Allan Luke posed the provocative question: ‘How do particular views of identity shape how researchers think about literacy and, conversely, how does the view of literacy taken by a researcher shape meanings made about identity?’ They offer a review of various theories of identity in hopes that literacy researchers and teachers will consider how literacy
20 and identity are implicated in each other as social Children’s Laureate, and the commitment of the practices. In this talk, I invite us to take up their Laureate Foundation to the encouragement, support challenge in light of shifting views about how and celebration of a love of reading in Australian identities are constructed, maintained, and valued in children. She will discuss the vital role of libraries in contemporary culture. Starting with the question of nurturing children’s commitment to lifelong reading what we desire when it comes to our own identities, and consider the challenges to reading in the digital we will think about how and to what degree the age. various modes of embodied and distributed cognition and affect presented to us through youth literature and literacy practices shaped those desires. Finally, then, we will consider how those desires and beliefs may or may not align with what children might want and need from us as (partial) facilitators of their own literacy and identity journeys.
Gregg Dreise, Author Keynote Gregg Dreise is a gifted artist, storyteller and musician, and he features the didgeridoo and guitar in his high energy performances. He uses music and laughter to take audiences on a story telling Ursula Dubosarsky, journey – that maybe… just maybe… might sneak in a lesson or two. As a descendant of the Kamilaroi Australian Children’s and Euahlayi people of south-west Queensland and north-west New South Wales his storytelling Laureate, Keynote addresses self-image, friendship, kindness, bullying Ursula Dubosarsky is the current Australian and indigenous culture. Children’s Laureate. She was born in Sydney and wanted to be a writer from the age of six. She is The latest books he wrote and illustrated include now the author of over 60 books for children and Common Wealth a Slam Poetry Persuasive about young adults. She has won many national prizes, change and unity, plus Hello and Welcome a including the NSW, Victorian, South Australian companion to My Culture and Me, and the newest and Queensland Premier’s Literary Awards, the of his Bird series Cunning Crow will soon have Children’s Book Council Book of the Year Award, Awesome Emu following. There are also two Board and has been nominated for the international Hans Books for young readers coming Today’s Sun and Christian Anderson and Astrid Lindgren awards for Where’s My Baby? children’s literature. Her books have been published Writing With Passion widely across the world and translated into fourteen "All that I am wishing, is that you take a moment to different languages. Ursula pursued her writing listen. You see I'm on a mission to spread unity - not career while working in various jobs, including division." Common Wealth by Gregg Dreise. Join working on the NSW Department of Education’s this award winning author and illustrator discussing School Magazine. She completed a PhD from creating books with passion and peace; writing Macquarie University in children’s literature at this about things that truly matter from the heart. This time. session will address open and honest Australian Read For Your Life history. Gregg will demonstrate performing Slam Ursula will discuss her role as the Australian Poetry as a persuasive text.
21 teachers and librarians put in front of children – both in terms of books and visits? What influence do these decisions have on children’s reading and their attitudes in general? Jacqueline Harvey worked in schools for twenty years before becoming a full time children’s author. As a teacher she endeavoured to be conscious of the reading material she presented to her students – ensuring there was a balance of male and female authors, and similarly of the genders of the protagonists. Since changing professions, she has become increasingly aware Mrs Jacqueline Harvey, of the gender divide that exists within the industry – and the often ingrained attitudes of adults Author Keynote regarding what constitutes ‘books for girls’ and Jacqueline Harvey enjoyed a twenty year career ‘books for boys’ never mind for those children who in education before becoming a full time children’s don’t identify as either. The battle faced by women author. She’s written 47 books including the popular authors who are seen to ‘only write books for girls’ Alice-Miranda, Clementine Rose and Kensy and despite having many males in their stories seems Max series, which have received numerous short- ridiculous but Jacqueline can attest that it’s a battle listings and awards and are published in many women are far from winning. Does this unconscious countries around the world. Her picture book, The influence pervade more than just reading material? Sound of the Sea was a CBCA Honour Book in Does it influence boys’ attitudes towards girls in a 2006. broader sense and how can we use books to help bring about long term societal change? Jacqueline was a National Ambassador for Australia Reads and The Reading Hour in 2020 and is also a proud Ambassador for Dymocks Children’s Charities and Room to Read. Alice-Miranda Friends Forever, the animated movie based on the book series premiered in Australia in November 2019 and is currently airing on STAN. A second film will screen in 2021. Jacqueline is currently working on a junior fiction series for release in 2022, two picture books and more Alice-Miranda and Kensy and Max stories. She has a lot of fun narrating audio books as well. www.jacquelineharvey.com.au Material Influence: What are they reading and Professor Anita Heiss, who are they hearing from? The impact of conscious and unconscious bias on students. Plenary Keynote From the time children are born, parents and Dr Anita Heiss is the award-winning author of caregivers are encouraged to read to them. We’ve non-fiction, historical fiction, commercial women’s all heard the saying that children are made readers fiction, children’s novels and poetry. She is a proud on the laps of their parents or grandparents or member of the Wiradjuri Nation, and a board other significant adults. The early introduction of member of University of Queensland Press, Circa books helps develop infant language skills and Contemporary Circus. Anita is a Professor of engender a love of stories but does the material Communications at the University of Queensland we present to them have more subtle influences? and an Ambassador for the Indigenous Literacy How do our attitudes as adults affect children’s own Foundation and the GO Foundation. Anita is choices particularly as they move through Infants currently adapting her novel Tiddas for the stage. and Primary school? What about the authors’ that Her latest novel is Bila Yarrudhang galangdhuray.
22 Anita’s website: www.anitaheiss.com forthcoming Tearing Myself Together (2022) with Twitter: @AnitaHeiss Allen & Unwin. She also has an essay in Growing Up Instagram: @dranitaheiss Disabled in Australia (2021) with Black Inc Books. As Facebook: Anita Heiss-Author a published academic in young adult literary studies, First Nations Voices: Changing perceptions, Anna holds a PhD and teaching qualifications. She challenging stereotypes, disrupting is a member of the Queensland Writer's Centre, and the status quo has previously taught children's and YA literature, and sociology, on a sessional basis to preservice In considering the role of First Nations voices in teachers in Education at Queensland University of changing perceptions, challenging stereotypes and Technology, and Griffith University. Anna lives in disrupting the status quo, this keynote will assist Brisbane, Queensland. teachers in amplifying First Nations voices in the classroom. A range of resources across levels and Fireside chat with two authors: Diverse subjects will be showcased and particular focus representations in YA literature will be placed on the Black Lives Matter movement In this session Anna Whateley & Kay Kerr share in the Australian context, the Uluru Statement of an informal discussion of Australian Young Adult the Heart, and the importance of truth telling in (YA) literature, focussing on the representation of Australia. The presentation will also assist educators neuro-diversity and neuro-divergent characters. in meeting the challenges of the classroom by They share stories of releasing their debut YA novels providing creative ways to introduce First languages Peta Lyre’s Rating Normal (Whateley) and Please and a love of writing in younger students. Don’t Hug Me (Kerr) during the 2020 lockdowns and give insights on what it’s like to be an author in contemporary times. Whether you are near an actual fireside or not, curl up somewhere comfy with a soothing drink to enjoy this early-evening chat. If you #LoveOzYA or want to learn more about representing #OwnVoices in literature, this is a session you won’t want to miss!
Anna Whateley and Kay Kerr, Invited Presenters ‘Fireside Chat’ Kay Kerr is a former journalist and community newspaper editor from Brisbane, now living on the Sunshine Coast with her husband and daughter Professor Laurie and working as a freelance writer. Kay was writing the first draft of Please Don’t Hug Me, her first Johnson, Keynote novel, when she received her own autism-spectrum Laurie Johnson is Professor of English and diagnosis. Kay’s second novel, Social Queue, is out Cultural Studies at the University of Southern later this year. Queensland and current President of the Australian Her work can be found at kaykerr.com and New Zealand Shakespeare Association. He Anna Whateley writes ‘own voice’ young adult has published three books, two edited books, fiction. She is autistic and has ADHD, SPD and and almost fifty other articles and book chapters Ehlers Danlos Syndrome. She is the author of CBCA in areas related to Shakespeare studies and to notable Peta Lyre’s Rating Normal, 2020, and the literature and cultural theory more broadly. A
23 recipient of an Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning in 2011, Laurie has contributed to projects for benchmarking the Bachelor of Arts student experience (with DASSH, 2011-2016) and the Australian Universities Heads of English development of Threshold Learning Outcomes in English (2014). He recently presented two workshops (on Hamlet and King Lear) for the ETAQ Diving Deep into External Assessment event and has run accredited professional development workshops for teachers through ETAQ, through the Professor Kathy A. Mills, ANZSA conference, in the Shakespeare-in-the-Park Festival at the University of Southern Queensland, Keynote and via in-school visits for over a decade. Kathy A. Mills is Professor of Literacies and Digital Why Shakespeare Should Change as Well as Cultures at the Institute for Learning Sciences and Challenge Teacher Education, Australian Catholic University, There is a widespread and persistent view that Brisbane. Her leading research examines gaps in Shakespeare’s writings consist in equal parts of current knowledge and educational applications what Matthew Arnold called “sweetness and light” of multimodality, multiliteracies, sensory literacies, (beauty and intelligence, Culture and Anarchy, and related theories of digital media practices in 1869), and that reading them will automatically be education. Mills has published over 100 academic “good” for student learning. This paper begins with works, including a number of award-winning books. the argument that Shakespeare's plays and poetry A current Future Fellow of the Australian Research challenge audiences and readers in ways that can Council, she is researching sensory orchestration represent barriers to learning and that this is not for multimodal literacy learning in primary education simply a consequence of them being over 400 years (FT18010009). Professor Mills has won five old—they have always been challenging texts. It Australian Research Council grants (category 1), is in learning how to overcome these barriers that as a Fellow (x3), or lead investigator, or both (x2). students can come to appreciate Shakespeare’s She was also recently awarded a group Discovery language on its merits but then they have also Project grant on Coding Animated Narratives as already completed valuable lessons on how to learn. Contemporary Multimodal Authorship in Schools. One way to do this, I suggest, is by developing Professor Mills regularly contributes to dialogue in preliminary exercises based on understanding the news media, and serves in a number of national plays and poetry as adaptations of existing stories and international research leadership roles, research and formats rather than as self-contained acts of committees, and journal review boards. spontaneous artistic creation. These exercises The Future of the Digital Turn in New Literacy can be far more interactive than simply offering Studies readings on the sources Shakespeare used or the A decade ago, Professor Mills argued in Review of rules of the forms he adopted. I will provide a series Educational Research that digital communication of suggested strategies or learning experiences has transformed literacy practices and assumed through which students can be guided to develop great importance in the functioning of workplace, skills and knowledge that will equip them to meet recreational, and community contexts. Now, ten the challenges of a Shakespeare text. Early English years on, Professor Mills directs our attention again playwrights and poets adapted old materials to to New Literacy Studies and anticipates the future meet the challenges of the new playhouses and of the digital turn in recent global shifts and the new readerships, and by allowing students to pandemic. She engages with key debates: What solve similar problems the goal can therefore be to are the boundaries of what counts as literacy? discover Shakespeare’s writing in the process of change. Is it helpful to speak to in-school and out-of- school literacies? Has there been a destabilising of traditional authority in online practices? Do new
24 literacies of youth have any weight on schooled intersections of race, gender, class and sexuality. literacy achievement? Are there local or community Ellen is also a trained editor, specialising in the literacy practices or global skills that are common development of First Nations-authored poetry. They across contexts? What will be the hybrid are particularly invested in supporting poetry from multimodal practices that students encounter in the their Elders, currently working on a Knowledge future? Are children and youth making new media Keepers project with the Inala Elders, as well as online or are the new media making them? Are working with young people. new literacies merely exotic practices of the middle In 2014, Ellen’s first book, Heat and Light, a fiction class? Recommendations are given to advance collection, was released and was the recipient of English and literacy curriculum and research in the multiple awards. Two poetry collections, Comfort 21st century. Food (2016), and Throat (2020), were released subsequently, as well as an anthology of short stories Flock: First Nations Storytelling Now and Then (2021). Throat defies definition and containment by Western binaries, a characteristic of Ellen's voice and work. The poems in Throat explore different ways to be heard. Teachers’ Notes of Throat and Comfort Food have recently been released, developed by First Nations academic, Beth Madsen. First Nations poetry has influenced Ellen’s life long before they became a published poet. Poetry is an important tool to locate oneself in the world and has long been about expression and the pursuit of justice. Ellen will provide a fresh and Ellen van Neervan, Author nuanced perspective about the role of First Nations poetry in society and education, reading and Keynote discussing their individual and collective work. Ellen van Neerven is an award-winning writer of Mununjali Yugambeh (South East Queensland) and Dutch heritage. They write fiction, poetry, plays and non-fiction. Ellen’s first book, Heat and Light, was the recipient of the David Unaipon Award, the Dobbie Literary Award and the NSW Premier’s Literary Awards Indigenous Writers Prize. Ellen has published two poetry collections: Comfort Food, which was shortlisted for the NSW Premier’s Literary Awards Kenneth Slessor Prize and highly commended for the 2016 Wesley Michel Wright Prize; and most recently Throat, which was the recipient of the UQP Quentin Bryce Award. The Role of First Nations Poetry in Society and Education Ellen van Neerven, a current featured poet in the Professor Frank Serafini, Queensland senior English text list (and others), shares their journey to becoming an established Invited Pre-recorded poet and discusses how their poetry speaks in multiple ways and in multiple spaces. Ellen is Address Frank has been an elementary classroom teacher, an award-winning writer of Mununjali and Dutch a literacy specialist, a college professor, and heritage who grew up on Turrbal and Yagera an educational consultant for the past thirty Country in the northern suburbs of Brisbane. years. During that time, Frank has published Their work is rooted in place and belonging. As a ten professional development textbooks with non-binary queer poet, their work speaks to the
25 Heinemann, Scholastic, Pearson, and Teachers that ideas, identities, and ideological positions are College Press, and is currently working on a represented and communicated across a variety new book, Beyond the Visual: An Introduction to of modes or semiotic systems, including visual, Researching Visual and Multimodal Phenomena aural, and gestural modalities. Although various with Teachers College Press. Frank has garnered theoretical “turns” can be seen as new ways of numerous awards, including the Distinguished conceptualizing the world and the ways humans Professor of Children’s Literature from the represent and communicate, these turns come International Literacy Association, and Faculty present both possibilities and challenges. It is Teaching Awards at both the University of Nevada, of vital importance that researchers continue to Las Vegas and Arizona State University. Frank has question and problematize the ways multimodality is also written and illustrated the Looking Closely conceptualized, focusing on the social construction Series with Kids Can Press earning a Bank Street of meaning, the ideologies inherent in such an Best Book Award and a Teachers Choice Award for endeavor, and the appropriate use of particular his picturebook series. analytical frameworks used in social science research and literacy pedagogy. This presentation will take a closer look at the affordances and UniSA Mem Fox Visiting Research Fellow, limitations of multimodality across theoretical and Fellowship supported by ALEA. pedagogical terrains. What is multimodality doing, and not doing, for researchers and educators? The Affordances and Limitations of Multimodal What new ideas and approaches are needed? What Theory, Research, and Pedagogy is the future of multimodality theory, research, and "In the past twenty-five years since the landmark pedagogy?" publication of Reading Images: The Grammar of Visual Design by Kress and van Leeuwen in 1996, there has been an emergence of theoretical orientations, interpretive frameworks, and pedagogical designs that acknowledge the multimodal aspects of representation and communication and are being touted as legitimate forms of inquiry, analysis, and instruction. Drawing on a social semiotic theory of meaning making, multimodality has been positioned as both a theoretical orientation and an analytical framework for conceptualizing the semiotic resources and sociocultural contexts associated with various forms of representation and communication (Jewitt, 2011). Professor Robert J. Social semiotic theories of meaning move beyond the logocentric focus of traditional Tierney, President, semiotic and linguistic theories of communication to acknowledge the repertoire of modes that International Literacy comprise contemporary forms of representation and communication (van Leeuwen, 2005). A Association, sociocultural theory of semiotics emphasizes a Invited Pre-recorded range of semiotic resources used in multimodal texts, like picturebooks, informational texts, and Presentation children’s own stories, and focuses on the ways in Rob Tierney is an international educator whose which modes of representation and communication passion is for research on literacy in different are deployed within and across texts to achieve countries. Rob began his career as a classroom ideological ends. As social scientists, we find teacher in Australia, then proceeded to work in ourselves in the midst of a multimodal turn as the United States, Canada and China. He is Dean researchers and social theorists move beyond Emeritus & Professor Emeritus of Language and a focus on linguistic phenomena and recognize
26 Literacy Education at the University of British Brickwalls. Common Ground Publishing LLC.. Columbia, the former Dean and Honorary Professor Morgan, R. V. (2018) Beyond the guest paradigm: of the Faculty of Education and Social Work at Eurocentric education and aboriginal peoples in University of Sydney and a Distinguished University NSW. In E. McKinley & L. Smith (Eds.), Handbook of Professor at Beijing Normal University. During his Indigenous Education. Singapore: Springer tenure as an educator, he is currently President of Tierney, R. J. & Morgan, R. V. (2022) The the International Literacy Association, Past-President Indigenous Imaginary and Tertiary Institutions. In of the Literacy Research Association, the Co-editor G. Misiaszek & A. Abdi (Ed.) Palgrave Handbook on for the Reading Research Quarterly, the President Critical Theories of Education. New York: Palgrave/ of the Association of Canadian Deans of Education/ Macmillan/Springer. https://www.academia. L’Association canadienne des doyens et doyennes edu/47761311/The_Indigenous_Imaginary_and_ d’éducation as well on a number of committees Tertiary_Institutions and boards for professional groups, government Rennie, J. & Harper, H. (Eds., 2019) Literacy and non-government agencies. In addition, he has education and Indigenous Australians: Theory, been involved on a range of groups on projects research and Practice. Dordrecht, Netherlands: for UNESCO, Children’s Television Workshop and Springer Nature.” Apple Computer. For his contributions to literacy he received the W. S. Gray Award. Transforming Australian Aboriginal and Torres Strait Robert will be joined by: Education Professor Bob Morgan, a Gumilaroi man from “The issues explored by the panelists involve two Walgett western NSW. A senior leader in Aboriginal videos: the first video involves presentations by the education in Australia and globally five panelists; the second includes a conversation Professor Lester-Irabinna Rigney, a Nurungga among the panelists together with the moderators man who grew up on Point Pearce Mission on the about impediments and needed new directions. Yorke Peninsula in South Australia. IN 2021, he The following references are recommended as was made Member of the Order of Australia for his supporting the comments raised by the panelists. significant service to Indigenous education Rigney, L-I, (2021) Aboriginal child as knowledge Professor James Ladwig, University of producer: Bringing into dialogue Indigenist Newcastle, global leader in studies of school reform epistemologies and culturally responsive especially across cultures pedagogies for schooling, In Hokowhitu, B., Professor Peter Freebody, leader in literacy Moreton-Robinson, A., Tuhiwai-Smith, L., Larkin, S., education research and development in Australia & Andersen, C. (Eds.). (2020). Routledge Handbook through appointments at key universities as well as of Critical Indigenous Studies (1st ed.). Routledge. state departments of education Freebody, P. (2019) Being literate in ‘Australian’: The Tammy Anderson, a Biripi woman from the mid- future can. In J. Rennie & H. Harper (Eds., 2019) North Coast of NSW and Principal at Briars Rd Afterword to Literacy education and Indigenous Public School Australians: Theory, research and Practice, (pp. 313- 332). Dordrecht, Netherlands: Springer Nature. Dr Nerida Blair, a Kulin Nation woman but lives and connects most to Darkinjung Country. Morgan, A-M., Reid, N. & Freebody, P. (in press). Engaged in advancing Aboriginal ways of knowing Literacy and linguistic diversity in Australia. To in various educational sectors. appear in Verhoeven, L., & Pugh, K., & Perfetti, C. (Eds.) Cross-linguistic perspectives on literacy education. Cambridge, UK: Cambridge University Press. Bishop, R., Ladwig, J., Berryman, M. (2014) The Centrality of Relationships for Pedagogy: The Whanaungatanga Thesis, American Educational Research Journal, 51 184-214 (2014) Blair, N. (2015). Privileging Australian Indigenous Knowledge. Sweet Potatoes, Spiders, Waterlilys and
27 authors with recently published books will also be featured, shining a light on their motivation and passion to write in a casual interview format. Finally, a tribute to late young Australian writer Steph Bowe, author of ‘Girl Saves Boy’, ‘Night Swimming’ and ‘All This Could End’, will complete this presentation.
Kyrra Wilks, Invited Student Presentation, Pre-recorded Kyrra Wilks is a first-year medical student with a passion for writing. She was awarded the Vice Chancellors Elite Scholarship to Bond University after graduating with the Class of 2020, having served as School Captain at Coomera Anglican College. In 2014 Kyrra published her first book “The Seven” and in 2015 was the Invited Guest Author at the Australian Literary Educators’ Association 35th ALEA Meanjin Writers Camp. In 2018 she was placed in the Independent Education Union Literary Competition for Years 9 & 10 Short Story. In 2020 she received a Commendation from the Queensland Curriculum and Assessment Authority for obtaining the highest Year 12 results in Queensland in English and Music. The Experience of Student Writers In a digital age of fast paced communication, the need for self-expression, interaction, and effective literacy skills has never been more valuable. In this presentation, the experience of contemporary, young writers will be shared, giving voice to young people, for the purposes of this presentation defined as those born since 1995. Students in our classrooms today belong to two generations – Generation Z, born 1995 – 2010, mostly in our secondary schools, and Alpha Generation, born since 2010 making up early and primary school years. Gen Z are described as: digital, global, social, mobile, and visual (McCrindle & Fell, 2019); and Alpha Gen are even more tech-savvy and are the most educated generation in history (Ratnam, 2020). Other young writers are those who left school in recent years and may be in higher education, work, or other life roles. This presentation will initially explore their insights about writing and the value they place on both reading and writing. Young
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Journals
ALEA publishes 3 editions of 3 journals each year! It also publishes a monthly newsletter for members. Information about the journals can be found at www.alea.edu.au/journals/
ALEA members receive 3 journal mailouts each year which include, depending on membership category, one or both of: Primary Literacy: the Early and Primary Years (PLEPY) and Literacy Learning: the Middle Years (LLMY). They also receive a flyer containing abstracts for the current edition of the Australian Journal of Language and Literacy (AJLL) which is available online (member login required). All editions of the journals are also available online to members.
The Australian Journal of Language and Literacy (AJLL) The Australian Journal of Language and Literacy (AJLL) is ALEA’s premier research journal. AJLL aims to: • Keep readers informed about current national and international literacy research • Enhance understanding of language and literacy issues in relation to their wider educational and social contexts • Provide a forum in which literacy professionals from all settings can exchange and discuss ideas and practices relevant to their work • Examine and present research with a view as to how findings might be implemented in teaching and learning contexts • Present in-depth investigations of literacy practices and theories.
Literacy Learning: The Middle Years (LLMY) Literacy Learning: the Middle Years (LLMY) focuses on the learning and teaching of literacies in Years 5 to 9. LLYM aims to: • Document and disseminate effective and innovative literacy teaching approaches for students in the middle years of schooling, as well as recent research findings • Publish medium length articles in accessible formats, with illustrative material • Cater for an audience of teachers, pre-service teachers, teacher educators and others interested in the teaching and learning of literacies.
Practical Literacy: the Early and Primary Years (PLEPY) Practical Literacy: the Early and Primary Years (PLEPY) is designed specifically for early childhood and primary school classroom teachers. Each issue is full of practical ideas, useful resources and teacher recommendations for teaching language, literature and literacy - typically relayed through accounts of classroom practice by practising teachers. PLEPY aims to: inspire and assist teachers to enhance their classroom practice in literacy teaching.
2021 AATE/ALEA Conference Program Day 1: Wednesday 7 July - Morning ALL times AEST
Wednesday INFORMATION DESK AND IT HELP DESK - to access click on links on website ALL DAY from 9:00 am VIEW DIGITAL POSTERS AVAILABLE FOR VIEWING VIA LIVESITE AT THE END OF SESSION ONE, STAY FOR FIVE MINUTES OF CONFERENCE TRIVIA with Alicia Exley
Wednesday Acknowledgement of Country, St Teresa’s College, Abergowrie 9:30 am – 10:00 am Welcome, Dr Linda Willis (ALEA) and Dr Lindsay Williams (ETAQ)
Wednesday Session 1 PLENARY KEYNOTE: Professor Fenice Boyd, Enterprising literacy educators: Turning challenges into unprecedented change 10:00 am – 11:05 am
Wednesday Morning Tea Morning tea – ‘virtual tea & cake’ and ‘speed networking’ rooms open (not recorded) 11:00 am – 11:30 am
PANEL DISCUSSION 1 LIVE PRESENTATIONS LIVE PRESENTATIONS LIVE PRESENTATION PRE-RECORDED PRESENTATIONS PRE-RECORDED Culturally sustaining PRESENTATION Wednesday Session 2 pedagogies The parkour of writing How can linguistic instruction be Life as an English teacher in Overcoming the challenges of COVID- 11:30 am – 12:20 pm Chair: Assoc. Prof. Stewart with dysgraphia effectively implemented to times of 'challenge and change' 19 to promote young children’s early Australian COVID-19 voices: Riddle Elly Kalenjuk improve literacy outcomes for Dr Kerry-Ann O’Sullivan, literacy learning Reflections for future Panelists: Prof. Fenice Boyd, both middle school and primary Prof. .Jacqueline Manuel Dr Linda Mahony classroom literacy practices Dr Melitta Hogarth, Prof. school students? Dr Carl Leonard, Dr Gail Amy Seely Flint Katharyn Cullen Brown Leading English in times of challenge and change: Middle leadership in Victoria (Australia) and England Arlene Roberts, John Perry Contemporary assessment Building a community of and teaching of spelling practice with a focus on Tessa Daffern language Providing effective vocabulary This presentation will not Claire Nailon, Anne Dalmau, support in expository writing be recorded Kate Cash instruction for struggling students with learning disabilities Dr Mei Shen
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AAT A A Con eren e rogra a e nes a ul A ternoon
sing data to in orm he urning uestions e nes a Session r eter owers regg reise teaching aesthetic hat do nglish teachers upporting pro essional oo s as mirrors indo s reati e e plorations in – tructured ord n uiry riting ith passion eatures in literature ant to no a out de elopment ith and sliding glass doors the nglish classroom mpro ing literacy Can i e S ee em edding ndigenous eading ustralia arisa eung old mo es thin ing learning y ma ing sense perspecti es in their i ola vans, aren routines and li e long o nglish spelling classrooms ager, en ean learning session on riday at Cara S i , il age ulticultural ut not iannon ar , iran a pm multilingual o to a is ma imise the untapped languages in your he po er o podcasting reading capa ilities hallenging arriers classroom Clare a ie rame or a ing changing the landscape ane Stratton, r a ael reading in nglish acti e ringing original and a obs echnology or teaching and isi le orres trait slander online and in the r A an a raw, oices into the nglish classroom ar ason classroom elissa la lo , Cara S i , il age r Ste anie Stuart
– unch hole con erence digital rea
e nes a Session ro essor A Seel lint, onald ra es ddress e said hat is your greatness and hat is change – eachers at work in culturally sustaining and critical riting classrooms
e nes a Session – hanging our classroom ngaging parents in oral language o to meet the needs o high rans orming ustralian ro essor aurie r o Ca bell A discourse sing am ourne s and literacy a areness in the a ility students original and orres trait o nson eaching nglish grammar onditions o earning as a early years Sa llis, arissa in as, education hy ha espeare ontinuity change and practices rame or or literacy and r ea Stale , r isa ronwen artin ro obert Tierne wit should change as ell as language de elopment a atraianou, arelle a l, ro obert organ, challenge r rian Ca bourne, ebra Ta ara o ansen ro ester rabinna igne , Crou Asso ro a es a wig, ro eter reebo , yth usting ncon erences and Ta An erson, other uni ue amily literacy r eri a lair e plorations antiena att
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ntertainment e perts in a room pen in ormal chat room –
is the uestion ha espeare earning a out interpersonal language – through guided in uiry in econdary onstructing implied character nglish descriptions irtual ine heese ahoot ui – ustralian urriculum e ie ustralian urriculum e ie enior nglish mem ers mem ers eaching challenging and or culturally on erencing trengthening sensiti e te ts ith eading ustralia student teacher partnerships through con ersations to de elop shape and tailor literacy learning
hallenging gi ted and talented students in a contemporary nglish classroom
– he e perience o student riters ournal ditors Writing for ALEA’s journals or shop epresentation matters nstapoetry as an ngaging riters y placing students in inclusi e poetic gate ay or en in the the dri er s seat ge o o id ngaging students in poetry reati e riting he importance o orm
igital poetry or digital nati es
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AL irtual o tails an o tr s o as –
E E E E A E W A W at o il r n ant Entangl nts of sir lit ra an children’s lit ratur –
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2021 AATE/ALEA Conference Program Day 2: Thursday 8 July - Morning ALL times AEST
Thursday INFORMATION DESK AND IT HELP DESK - to access click on links on website ALL DAY from 9:00 am DIGITAL POSTERS AVAILABLE FOR VIEWING VIA LIVESITE AT THE END OF SESSION TWO, STAY FOR FIVE MINUTES OF CONFERENCE TRIVIA with Alicia Exley
Thursday Session 1 Acknowledgement of Country, St Teresa’s College, Abergowrie 9:30 am – 10:00 am AATE Life Membership presentation AATE book launch
Thursday Session 2 PLENARY KEYNOTE: Professor Anita Heiss, First Nations voices: Changing perceptions, challenging stereotypes, disrupting the status quo (LIVE) 10:00 am – 11:05 am
Thursday Morning Tea Morning tea – ‘virtual tea & cake’ and ‘speed networking’ rooms open (not recorded) 11:00 am – 11:30 am
LIVE PRESENTATIONS LIVE PRESENTATIONS LIVE PRESENTATIONS PRE-RECORDED PRESENTATIONS
Thursday Session 3 Turning theory into practice: Meeting 11:30 am – 12:20 pm PANEL DISCUSSION 2 A backpack of words Video for annotation and deeper text Blossom bags: Building oracy skills the needs of a diverse range of Language in the Australian Nirvana Watkins, Dr Charlotte Forwood, analysis and connecting with families learners in a meaning-based Curriculum Michelle May Steven Kolber Ronnelle Sanders, Sandra Hawken repertoire approach to the teaching Chair: Professor Beryl Exley of spelling Panelists: Adjunct Associate Amy Reid, Tam Jarowyj, Jill Colton, Professor Mary Macken-Horarik, Lyn Wilkinson Dr Lindsay Williams (LIVE) How to engage the disengaged through learning about style, Assessing writing: Student-led approaches Voice recorded feedback for increased The Basics Tasmania: A socio narrative and character Natalie Thompson, Paul Grover differentiation and efficacy ecological approach to supporting Rita van Haren, Lauren Tabur Zachary Lurje oral language for 0-3 year olds Kate Slater, Maree Thompson Developing academic vocabulary in young children from low SES schools through an enriched STEM program Natasha Williams
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AAT A A Co ere e rogra a T rs a l A ter oo
LIVE PRESENTATIONS LIVE PRESENTATIONS LIVE PRESENTATIONS PRE-RECORDED PRESENTATIONS PRE-RECORDED PRESENTATIONS
Pedagogical shifts in reading Pedagogies for slow reading instruction r Ale a al a, r ar r ell T rs a Sess o The power of First Nations dual What’s the time Mr Wolf? Time Genette to genius o a , a s, A a – KEYNOTE language children’s books for a balanced approach to the o a S lto , A rew Street Sore se ro essor at A lls, r A ar ale teaching of reading in the early How the new curriculum is A C t re ellow years reshaping Senior English The future of the digital ro er l le Building independent literacy teachers’ practices in Queensland turn in new literacy learners: Supporting the diversity Asso ro e er Al or , studies (LIVE) of student literacy learning r S er l e o , a elle ele leto , T ll Ca e, or o Sa oble, atr a ar g A statement about play: Interactive Writing: Co- Reloading Shakespeare: Collecting and enhancing the construction at its best in the Enlivening engagement and Education through engagement: voices of early childhood early years classroom generating learning through Building successful reading Supporting First Nations students educators Asso ro oella a e e creative digital spaces communities to thrive in the 21st in English r Ta ara ro le ro a el e a el, Century: Leading a whole school aele e rra ro a Se ler, r Cla re approach to engaging agency, a se collaboration and inquiry for literacy learning amongst students, teachers and school leaders All so o s, a regor , a la or , A to a re
– Lunch (whole conference digital break)
T rs a Sess o PLENARY KEYNOTE: r el tta ogart , Ass sta t ea ge o s , Garth Boomer Address: subject English: A provocation –
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W n a in arents in in ir Walter en a in and aterial in l ence What c rric l in their child’s ‘operating writers’ in an a e thical stralia he challen e sin s nd he er are the readin and h sin etr t i r e earl ears classr What standardisati n nternati nal st dents sic s nd e ects r – st r tellin r are the hearin r ritin tc es r ‘at literac learnin and re than st d llars and di ital lti dal a th rin n e le in the he i act c nsci s risk’ writers teachin rt nities cents in literac ed cati n di ital era and nc nsci s ias n ar se st dents ee it in it ild it irr r and a ind earnin a t rsel es and iterac in the ec ndar r c nities thr h n lish c rric l screen st ries earnin nline ith the n lish e t al nce t th rit reatin nline ed cati nal c ntent rin in the classr t the st dent
– tern n tea and Open informal chat room cade ic erts in a
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tor ti e sol ing he do le heli o – with atters pro le s sing digital and colla orati e learning igital ddies irt al ine heese ntertain ent e erging technologies ahoot i – oe s and hakespearean ap la s
iterac cons ers to creators ilding a new nglish ac lt
ploring the spaces and opport nities or digital te t prod ction in earl ears classroo s
– “Intellectually alive”: The role of cultural memory in the eading or pleas re practices in stralia i ted st dents and literac – italit o nglish teaching ireside hat ow can the a s o earning ra ework alongside the arl ears earning ra ework e tilised in preschool to enhance nglish teachers and ow is knowledge and reparing or literac ed cation hanging connections colla oration and conte porar practice changing perception o ndergrad ate teacher di ersit earl childhood practices
ollecting e idence to g ide targeted teaching
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I : irtual coc tail an erformance The Seven Stages of Grieving ith rin Tonic theatre trou e –
I IT : The affor ance an limitation of multimo al theory re earch an e a o y e ion on ri ay at : m –
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2021 AATE/ALEA Conference Program Day 3: Friday 9 July - Morning/Early Afternoon ALL times AEST
Friday INFORMATION DESK AND IT HELP DESK - to access click on links on website ALL DAY from 9:00 am DIGITAL POSTERS AVAILABLE FOR VIEWING VIA LIVESITE AT THE END OF SESSION TWO, STAY FOR FIVE MINUTES OF CONFERENCE TRIVIA with Alicia Exley
Friday Session 1 Acknowledgement of Country, St Teresa’s College, Abergowrie 9:30 am – 10:00 am ALEA Medal Presentation 2022 Darwin – AATE & ALEA Conference Sneak Peek ILA and IFTE information
Friday Session 2 PLENARY KEYNOTE: Dr Benjamin Law, From the margins to the centre: Expanding the Great Australian Story 10:00 am – 11:05 am
Friday Morning Tea Morning tea – ‘virtual tea & cake’ and ‘speed networking’ rooms open (not recorded) 11:00 am – 11:30 am
PANEL DISCUSSION 3 LIVE PRESENTATIONS LIVE PRESENTATIONS PRE-RECORDED PRESENTATIONS Diverse voices in Australian literature Friday Session 3 Chair: Anne Woods Informed orthographic practice: Implications for Embracing ambiguity: The impact of visual arts Multimodal text creation from Day 1 11:30 am – 12:20 pm Panelists: Dr Benjamin Law, Ellen van phonics and spelling diaries on literacy outcomes Assoc. Prof. Noella Mackenzie Neerven Julie Shepherd, David Hornsby Isobel Short, Dr Naomi Zouwer, Louise Coombs “Little Duckling Needs a Cookie”: English literacy is more than print for young children The Rime of the Ancient Grammarian: Teaching What can teachers’ language tell us about the Prof. Sally Brown some useful grammar while working with a changing nature of conceptions of multimodality classic poem and multimodal text? Garry Collins Dr Lynn Downes, Dr Deb Brosseuk
LIVE PRESENTATION LIVE PRESENTATION PRE-RECORDED PRE-RECORDED PRESENTATIONS PRESENTATIONS KEYNOTE FOLLOW UP Q&A FOLLOW UP Q&A Kill the mockingbird and Friday Session 4 Ursula Dubosarsky, Dr Peter Bowers Prof. Frank Serafini Story Factory Year of jettison Jasper? ‘Navigating the writing Literacy and 12:30 pm – 1:20 pm Australian Children’s Poetry: Student reading Fiona Hornung, landscape in the middle representation Laureate 2020-2021 and panel Dr Lindsay Williams years’ Mel Dixon Read for Your Life Richard Short, Bilal Hafda Dr Mutuota Kigotho Supporting students’ Wired for words critical multimodal text Ellen McGuigan, Belinda responses Hampton Lisa Yallamas
Planning for success Cheyenne Trevor 39
AAT A A Con eren e rogra a rida l A ternoon
– unch ho e con erence digita rea
S S S S S S r Sta e Ca bell llen an eer en ideo a ing as critica digita iterac What’s rea happening in an era o he ro e o irst ations poetr in igita ised pedagog or u ti oda hin ing a out ho to teach ng ish in pri ar schoo s rida Session phonics ast and irst o ercia societ and education digita iterature teaching r Carol S ith atasha ea ont – progra s teaching and a things r Th go earning to read as and engaged earning ith narrati e ased digita ga es ate i ai, ate atthews ringing agenc passion con idence o inutes ith o a and o nership ac to riting in the o e ent in i pri ar c assroo arnessing techno og and iterac to a l So er r dwin Creel , r a ien ons enhance intercu tura understanding Asso ro ra e a le
S S S S S S S S rida Session S S – irtua ea a e he anguage gap in ustra ian roadening our students’ epresentations in iterature ngaging ith auto iction ne ahoot ui – ar students’ riting hori on e t se ection in the i erse se es genders and a to share the persona and nspun p oring ho chi dhood ocus Anne a etto, r a on di erse and changing or d se ua ities s o ic perspecti e or s in te ts Tho as li abeth ittle, endall r isa an eent, r elli oll ersh an Ann S all Aglins as raw e inist reading o se ua it sing high ua it children’s o ing to ards genuine and e ininit he cha enges o iterature to enhance the inc usi it in the ng ish na igating changing e pectations pro essiona capa i ities o pre c assroo o gir hood ser ice teachers p oring a ennis li abeth ittle dia ogica pedagog through he pro e o the pronoun ritica iterate in a or d o eta ogue oundation to ear u ti oda te ts he cha enge ri ar teachers’ di e as Design Worlds: Using ‘design el reen, r inda ianne ro er l le or our students Se ecting and prec uding fiction’ to explore possible illis, r elen ri ett, ibb a er children’s iterature utures and actua Asso ro eborah e r lie rad ield responsi i ities r onald enderson
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D D D D
: oo lub – What are ou reading : pen infor al chat roo uilding a culture of literac : he stor of a reating eaningful ho e reading for fa ilies – foundational school of ear students
riting: etting it right Children’s literature and literac : ri ar teachers’ beliefs
D U D D ransfor ing ustralian boriginal and ational eadership Wor shop orres trait ducation s leaders ho do e reach the le el of i ing students oice he sophisticated literac – oderators: e bed practitioner and the global pande ic anelists: ha pioning learning to read through cogenerati e dialogue and co unities of practice
: bracing challenge to bring about change: ighlights of the ational onference – :
41 Abstracts and Biographies
and tested practices of early childhood teachers Wednesday 7th July to promote very young children’s literacy learning throughout the pandemic. Wednesday 7 July, 11.30am - 12.20pm PRE-RECORDED Providing effective vocabulary support in Presenter/s expository writing instruction for struggling Linda Mahony is a Senior Lecturer in Early students with learning disabilities Childhood Education at Charles Sturt University. Students with learning disabilities have been found She has particular interests in early childhood to experience substantial difficulties with expository literacy and promoting wellbeing and learning of writing, which plays an important role in helping young children. Linda is currently Vice President students analyze, interpret, and build knowledge of the Riverina-Murray ALEA local council and has across different subjects. In this session, the served on National Council as the Northern Territory presenter discusses effective vocabulary support State Director, and is a past co-editor of PLEPY. that teachers may consider incorporating into the systematic writing instruction. Wednesday 7 July, 11.30am - 12.20pm PRE-RECORDED Australian COVID-19 voices: Reflections for Presenter/s future classroom literacy practices Mei Shen is an assistant professor of special This presentation provides a unique view of the education at SUNY Potsdam. Mei Shen completed impact of COVID-19 from teachers, parents and her doctoral degree in special education at Michigan special educators. A case study of one student State University, with a graduate specialization in and parent documents two individual voices, likely language and literacy education. Dr. Shen teaches familiar to participants. Every teacher played an a variety of special education courses, and her important role during COVID-19. Their attempts research focuses on literacy assessment and to support student literacy learning, mental health instruction for struggling learners, particularly those and well-being, as well as parents and each other, with mild/moderate disabilities. She is particularly have been admirable. For many students, especially interested in evidence-based instructional practices students with additional needs, this has helped to help improve reading/writing performance and in ways we will never be able to document going establish positive reader’s/writer’s identity for these forward. Our presentation provides a snapshot of struggling students. Australian teachers, studying and teaching (many also parents) during lockdowns across states. We Wednesday 7 July, 11.30am - 12.20pm are proud of their resilience and perseverance in the face of this global event – just as we all should be Overcoming the challenges of COVID-19 proud of our own! We hope this helps us reflect and to promote young children’s early literacy also inspires future effective literacy practices, online learning and offline. The year 2020 has been an unusual year in Australia PRE-RECORDED and around the world. First, there were raging bushfires and floods in Australia then the world Presenter/s shut down due to the COVID-19 pandemic. Even Dr Carl Leonard is program co-coordinator of the though social and natural disasters are becoming Master of Special and Inclusive Education Program increasingly prevalent, research investigating and responsible for managing a mutli-million-dollar offering practical advice to early childhood teachers scholarship program with the Victorian Department around supporting children and families during of Education and member of the UoN Academic these events, is limited. In this paper I acknowledge Excellence Team. Previously, 27 years in schools, the challenges of COVID-19 and discuss some tried mostly in leadership and/or consultancy positions.
42 19 years lecturing in the postgraduate programs at Wednesday 7 July, 11.30am - 11.55am UoN. Email: [email protected] How can linguistic instruction be effectively Dr Gail Brown conducted her doctoral research implemented to improve literacy outcomes from 1999 to 2002, using a quasi-experimental, for both middle school and primary school pretest-posttest design across 2 years and 3 students? schools. Since receiving her PhD in 2004, Gail How many children think about spelling in a has lectured at several universities part-time, negative way? They view it as a hostile barrier which including designing and teaching Research interrupts the fluency of their writing. They see it Methods internationally (University of Monaco, as a mountain, too hard to climb or they perceive 2005) and within the Masters in Special Education it as an ongoing battle of rote learning ‘list words’ at The University of Newcastle. Her educational which relentlessly continues throughout their entire consultancy work has included informal action- primary education. With PISA and NAPLAN testing research projects in schools, extending her doctoral showing a steady decline in Australia’s English and intervention in schools in Newcastle, Sydney and Mathematics results, it is no wonder that people rural New South Wales. Gail has presented this are scrambling for answers. This presentation research within Australia and internationally at The highlights the need for all educators to have a Scientific Studies of Reading and International deep knowledge of language and linguistics so Literacy Association conferences. that they can teach the interrelation of morphology, etymology and phonology when unpacking English Wednesday 7 July, 11.30am - 12.20 pm orthography, thus improving literacy outcomes for all students. Leading English in times of challenge and change: Middle leadership in Victoria LIVE (Australia) and England Presenter/s This presentation discusses tentative findings from Katharyn Cullen is the Head of Junior School two doctoral studies on how English leaders in at Seymour College in Adelaide where she has Victoria, Australia and England navigate the contexts enthusiastically led the delivery of academic (policy, curriculum and pedagogy, schools) that they excellence and rigour since 2019. She regularly work in currently. engages as a literacy education consultant, leading PRE-RECORDED and facilitating professional development across Presenter/s leading independent schools in Australia. She is a regular conference speaker for the Australian was an English teacher and school John Perry Association for the Teaching of English and was leader in English secondary schools for over twenty a Keynote speaker at the National THRASS years before moving into higher education. John’s Conference in 2019. Katharyn has a First Class research interests include school leadership, policy Honours Degree from The University of Sydney enactment and the place and purpose of English as and is currently researching for her PhD in the area a school subject. of language and linguistics. Her work is frequently Arlene Roberts was an English teacher, leader published in The Educator. Katharyn received an and Director of Teaching and Learning in public Excellence in Teaching from the Teachers’ Guild education contexts in Canberra and Victoria, of New South Wales in 2016, as well as a Citation Australia for 30 years. She is currently a PhD of Excellence and NSW World Teacher’s Day candidate in the Faculty of Education, Monash Recognition Award in 2017. Katharyn was named University. Her research interests are in educational on the 2020 Educator Hotlist as an influencer who is leadership, policy enactment and English curriculum reinventing the educational landscape in Australia. and pedagogy.
Wednesday 7 July, 11.30am - 11.55am The parkour of writing with dysgraphia This presentation focuses on dysgraphia, or specific learning disorder (SLD) with impairment in written expression. Dysgraphia is a relatively unknown,
43 yet prevalent condition in English classrooms with Learning Specialist at Roxburgh Secondary College roughly 7-15% of children bearing this ‘hidden’ and facilitates the English Community of Practice disability. Children with dysgraphia must morph across several Department schools. Anne has an into parkour-style athletes to keep up with the M.Ed Literacy (Monash), Dip. Literacy Leadership writing demands of the classroom. Barriers include (Melbourne) and an M.Ed. (La Trobe). handwriting, spelling, composition, or quality and Kate Cash works as an English teacher at St quantity of output. Their writing productivity can Ignatius College Geelong. She formerly worked seem at odds with their appearance of academic as the Literacy Specialist at Pascoe Vale GIrls potential and good intellect. College and St Bernard’s College Essendon. She LIVE completed her Masters in Education - Middle Years Presenter/s Literacy and is focused on using systemic functional linguistics in the teaching of language across Elly Kalenjuk is an Australian lecturer in education, curriculum areas. Kate has presented at VATE, with over 20 years experience in primary teaching, ASFLA, ALEA and ISFC, with Anne Dalmau and including English teaching, Kaohsiung; and major Claire Nailon. art project facilitation, Ltyentye Apurte. She was awarded a Victorian International Teaching Fellowship in 2016, leading action research and Wednesday 7 July, 11.55am - 12.20pm teaching, predominately, First Nation Canadians. Life as an English teacher in times of In 2015, Elly accepted a brief teacher exchange to ‘challenge and change’ Shizuoka with a Victorian teacher delegation. She In this symposium, we report on the Australian holds qualifications in educational neuroscience, strand of an international collaborative research Master of Art Therapy, and PhD candidacy project designed to explore the professional lives (dysgraphia) at Monash University. of middle-career English teachers. In an education environment marked by the rise of technologies Wednesday 7 July, 11.55am - 12.20pm of “performativity” (Ball, 2003, p. 216), ubiquitous Building a community of practice with a focus regulatory systems and interventionist government on language policies, we are interested in further understanding the forces and conditions that sustain or challenge Our purpose is to provide insights into effective the motivation and aspirations of experienced evidence based strategies for building a community English teachers. of practice with a focus on language. With consideration of individual teacher readiness and LIVE pre-existing pedagogical grammatical content Presenter/s knowledge we explore ways of creating effective Dr Kerry-Ann O’Sullivan is a Senior Lecturer in professional learning communities of practice the Macquarie School of Education, Macquarie in a supportive environment. By the end of this University, NSW. She has a PhD in English presentation teachers will have a range of strategies curriculum and is an experienced educator and to cultivate a community of practice with a focus on advisor. Her research and scholarship interests language. include English and literacies education in times LIVE of contestation, curriculum, pedagogical and Presenter/s textual decision making and professional identity construction. Claire Nailon teaches at Nazareth College where she is the Deputy Principal Teaching and Learning. Jacqueline Manuel is Professor of English As well as working with Anne and Kate, she leads Education in the Sydney School of Education and the LitSTEM Collective. She is using SFL (systemic Social Work at the University of Sydney, Australia. functional linguistics) to work with teachers and She is Program Director of the Master of Teaching has presented at VATE conferences, ASFLA and (Secondary) Initial Teacher Education Program ISFC. She is undertaking a Masters in Educational and co-ordinates and teaches secondary English Leadership. curriculum. Her areas of research, scholarship and publications include: teacher professional Anne Dalmau. Since 2011 Anne Dalmau has led a development; theory, pedagogy, and student whole-school approach to literacy. She is a Literacy
44 achievement in literary education, reading and teaching programs. So how do we do this without writing; creativity in English education; Shakespeare fearing that we will get it wrong or cause offence? in English education; and English curriculum history. This open forum/symposium will explore teachers’ fears, will seek to identify what are the burning questions that teachers want answers to when Wednesday 7 July, 11.55am - 12.20pm integrating culturally inclusive approaches in their Contemporary assessment and teaching of classes, and will use these responses to inform spelling AATE’s approach and practice in its upcoming This live presentation invites teachers to consider publication on embedding Indigenous perspectives best-practice development of spelling skills in a and culture in English. globally influenced education and high-stakes LIVE assessment landscape. This session will unpack Presenter/s the latest research in the teaching of spelling, with a focus on data sets from the Australian education Cara Shipp is a Wiradjuri/Welsh woman context. Insights gleaned from systematic spelling (descending from the Lamb and Shipp families in error analyses of words produced by 3,634 Central Western NSW, around Dubbo, Parkes and students across Years 1 to Year 6 will be shared. Trangi) and currently leads Years 7-12 at Silkwood Educators will gain insight into taking research and School, Mount Nathan, in the Gold Coast hinterland. successfully implementing it in the classroom. She has previously run alternative educational LIVE - This presentation will not be recorded. programs for Aboriginal and Torres Strait Islander students; held Head Teacher English/HASS/ Presenter/s Languages positions; and served as President, Dr Tessa Daffern is Director and Principal Literacy Vice President and Editor with the ACT Association Education Consultant at Literacy Education for the Teaching of English (ACTATE). Cara has Solutions and a Senior Honorary Fellow at the completed a Master of Education focusing University of Wollongong. Tessa has contributed to on Aboriginal literacy and regularly presents education in various capacities for over 20 years: cultural competence training at local and national as a classroom teacher, teaching and learning conferences, particularly within the context of specialist, academic, and literacy expert advisor. incorporating Indigenous perspectives into the Her research and consultancies are driven by her English curriculum. She has a blog on the topic, passion for English language education and for https://missshipp.wordpress.com/ empowering teachers to develop contemporary Phil Page (AATE) is the co-ordinating editor/project understandings that can inform their teaching of manager for the writing of the secondary teaching language and literacy. Tessa’s PhD examined the resources for Copyright Agency Cultural Fund’s teaching and learning of spelling and writing in Reading Australia program. He has been involved Australian school contexts and involved almost extensively in the initiative from its inception in 2013 1400 students across 17 schools. Her ongoing through to the present. Additionally, he has co- research is focussed on writing skills and has ordinated a number of secondary English curriculum been disseminated in a range of books for resourcing programs for AATE, including work for teachers, national and international peer reviewed the AITSL teaching standards and ESA’s ‘English for and professional journals, and at national and the Australian Curriculum’ project. A retired English international conferences. teacher and high school principal, he is the current AATE Treasurer and co-editor of the upcoming Wednesday 7 July, 12.30pm - 12.55pm AATE text on inclusive Indigenous teaching practice. The burning questions: What do English teachers want to know about embedding Wednesday 7 July, 12.30pm - 12.55pm Indigenous perspectives in their classrooms? Using data to inform teaching aesthetic Most of us want to include Indigenous perspectives features in literature and culturally inclusive approaches within our This workshop will provide participants with classrooms, not only whilst teaching texts by strategies for using formative assessment to inform Aboriginal and Torres Strait Islander peoples, but teaching in literature (however, strategies could also in the ways we implement all aspects of our
45 easily be adapted for the English or English and Wednesday 7 July, 12.30pm - 1.20pm Literature Extension classroom). In particular, the Books as mirrors, windows and sliding glass case study provided will explore an analytical unit doors. and the skill of analysing aesthetic features and This session will explore a range of texts that can stylistic devices. You will be shown the journey one be used to explore topics of diversity and inclusion class took in engaging with data to improve results. in the F-6 classroom. An assortment of both picture LIVE story books and novels will be presented, including Presenter/s suggestions on ways they could be integrated into Candice Smee has been an English and Literature literacy programs. teacher for the past 7 years. She has taught at PRE-RECORDED a variety of public and private schools across Presenter/s Queensland. Recently, Candice has developed the Narissa Leung is a Victorian education consultant Literature program at Southport State High School. and former primary school principal. She is passionate about all things literacy, literature and Wednesday 7 July, 12.30pm - 12.55pm leadership and is dedicated to hooking all humans Supporting professional development with on to a lifelong love of reading and writing. Narissa Reading Australia is a member of the 2021 CBCA book week judging panel and loves sharing good quality Australian As teachers and teacher librarians work to keep books with her Oz Lit Teacher community. pace with change and address the emerging needs of their students, where should they look to ensure their own development is supported? The Copyright Wednesday 7 July, 12.30pm - 1.20pm Agency’s Reading Australia Fellowship for Teachers Technology for teaching online and in the of English and Literacy offers one such opportunity classroom to enhance skills and abilities. Melissa and Stephanie are two teachers from LIVE very different schooling contexts who will together Presenter/s showcase a number of practical tech tools that Nicola Evans is the Head of the Copyright you can use in the classroom or for online learning. Agency’s Cultural Fund and Reading Australia. She You will be shown tools that are easy, engaging, has worked in the literature sector for over twenty- and will make sure that laptops and iPads are not five years, as an editor, as Program Manager for just gathering dust. From annotating poems on the Literature Board of the Australia Council, and Google slides and making OneNote a functional as Program and Communications Manager for the tool, to integrating SeeSaw and Nearpod into the Australian Publishers Association. classroom, this workshop will show you easy ways to move your practice into the 21st century. Karen Yager is Deputy Headmaster of Student and Teacher Excellence K–12 at Knox Grammar School PRE-RECORDED (NSW). In 2020, she was awarded the Reading Presenter/s Australia Fellowship for Teachers of English and Melissa Blacklock is a young and enthusiastic Literacy. She is currently doing her PhD with a focus English teacher. Her first five years of practice were on how an effective professional learning model can carried out in Queensland where she coordinated enable teachers to foster global competency and the ETAQ Early Career Conference for a number of academic excellence in their students. years, and engaged in community youth leadership Wendy Bean taught in NSW public schools before through Rotary International. In 2020 she was becoming an Education Consultant. She has shortlisted for The TUH Health Fund Dr Roger worked on many national government projects, Hunter OAM Excellence In Beginning To Teach including National Literacy and Numeracy Week, Award, and in 2021 has made the leap to begin a and has designed and implemented a range of new life-journey in Victoria. She is currently teaching professional development courses for systems and English and literacy at St Mary’s Coptic Orthodox schools. She is an ALEA Principal Fellow and has an College. active role on the ALEA Sydney North local council. Dr Stephanie Stuart is an English and social
46 studies teacher from the United State of America. Jane was the Acting Head, Pro Bono and then the She received her doctoral degree in 2020 with her inaugural Head, Corporate Social Responsibility at main study being on the effects of the military on the Gilbert+Tobin Lawyers. socialisation, academic outcomes and behaviours Jane’s intelligent and empathetic approach has of adolescents. She is currently in her sixth year of fostered her reputation as a courageous leader at teaching and currently teaches in El Paso, Texas the forefront of collaborative work with communities, at the Harmony School of Science. She has been inspiring those within them and beyond them to identified as a top performing teacher in her district, broaden the horizon of what is possible. and has engaged in a number of advisory boards Jane has an accomplished background in to support classroom management and student commercial and public interest law; human rights engagement. She moves often as her spouse is in and social policy. She has worked for leading rights- the military which has allowed her to have a variety based organisations including Human Rights Watch, of teaching experience. UNHCR, International Criminal Tribunal for the Former Yugoslavia, Public Interest Advocacy Centre Wednesday 7 July, 12.30pm - 1.20pm and the Australian Human Rights Commission. Multicultural but not multilingual: How to Jane was the Acting Head, Pro Bono and then the maximise the untapped languages in your inaugural Head, Corporate Social Responsibility at classroom Gilbert+Tobin Lawyers. There are over 300 separately identified languages Jane’s intelligent and empathetic approach has spoken in Australian homes. Yet our classrooms fostered her reputation as a courageous leader at tend to be monolingual with a focus on English the forefront of collaborative work with communities, language acquisition. Multilingual texts are a inspiring those within them and beyond them to powerful way for teachers to respond to a rapidly broaden the horizon of what is possible. diversifying Australia. From this presentation, Dr Rachael Jacobs is a lecturer in Creative teachers can confidently create inclusive learning Arts Education at Western Sydney University experiences that value students’ cultural capital, and a former secondary teacher (Dance, Drama strengthen community relationships, and perhaps and Music) and primary Arts specialist. She is a even learn a new language along the way. researcher on assessment in the arts, language PRE-RECORDED acquisition through the arts and decolonised Presenter/s approaches to embodied learning. Rachael has facilitated arts projects in community settings all is the CEO and founder of the Jane Stratton over Australia, including in refugee communities, in Think+DO Tank Foundation. In 2017 Jane created prisons and in women’s refuges. In 2016 Rachael the highly successful social enterprise LOST IN contributed to the arts education component of BOOKS, a multilingual kids’ bookshop, creative the OECD report on the Sustainable Development community hub and safer space for women and Goals for 2030 and she is currently assisting in the children in Fairfield, South Western Sydney. Jane analysis for UNESCO’s International Commission works through the arts to elevate the voices of on Futures of Learning. She is also a community low-income and excluded community members to activist, a freelance writer, aerial artist, South Asian inform, and to model systems reform. She enables dancer and choreographer. She was a founding multi-disciplinary collaborative projects, enterprises member of the community activism group, Teachers and enquiries in low-income communities in for Refugees and runs her own intercultural dance response to the question: “What would make life company. here easier, better or more affordable?”. Jane has an accomplished background in commercial and public interest law; human rights Wednesday 7 July, 12.30pm - 1.20pm and social policy. She has worked for leading rights- Creative explorations in the English based organisations including Human Rights Watch, classroom: Bold moves, thinking routines and UNHCR, International Criminal Tribunal for the life-long learning Former Yugoslavia, Public Interest Advocacy Centre Creative thinking is paramount to growth and and the Australian Human Rights Commission. development, and remains one of the most valued
47 attributes of humanity. In our English classrooms if we are not willing to engage in new modes of at Strathcona, we work to foster this innovative meaning making ourselves? This question weighed thinking in our girls each and every day. Our on me as Victoria pivoted so quickly to remote presentation will provide a snapshot into our learning in 2020, and motivated me to walk the talk school’s programs, values and ambitions when it I was talking. In this presentation, I will explore the comes to the creative teaching of our subject over motivation behind becoming a podcaster myself, the secondary years. the journey to publishing my first episode, and the PRE-RECORDED learning I have gained from taking a risk, having a Presenter/s growth mindset, and believing in my own capacity as a communicator. Rhiannon Ward: I am a dedicated, innovative and PRE-RECORDED future thinking educator and have been teaching young people for 17 years. I have coordinated Presenter/s over Years 7 and 8 in the middle school, and have Clare Mackie is an English and literature teacher recently moved into the position of Head of House who, during an extended Victorian lockdown at Strathcona Girls Grammar. Here, I work with our in 2020, found herself missing the connection, students daily on building their zest for life, their collaboration, and dialogue found in an office of thirst for learning, and their desire to feel happy English teachers. In the depths of isolation, and and connected to the broader school community. eager to use the skills developed through remote In addition, I have recently been accepted as a learning, came an idea, a thought experiment, and research fellow on the Global Action Research thus the podcast ‘Teachers Talk Texts’ was born. Collaborative (GARC) and will explore the topic of ‘Building problem-solving capacity, confidence, and Wednesday 7 July, 12.55pm - 1.20pm skills in girls’ over the course of my inquiry in the upcoming two years. I hold a Master of Education, A reading capabilities framework: Making with an interest in both leadership and pedagogical reading in English active and visible practice. Recently, I completed a Graduate A key finding of the 6 year Victorian Association Certificate in Entrepreneurship in order to broaden for the Teaching of English (VATE) Reading Project my understanding of the modern educational (involving over 40 Victorian schools) is that we zeitgeist; inspiration and innovation. These fields devote more time to teaching texts in English than have informed much of my professional teaching to the explicit teaching of reading. This workshop and learning over the course of my career. focuses on the nature of effective reading in secondary school English: what it looks like as well Miranda Gazis: I am an experienced and dedicated leader and educator with a passion for as how we can promote it through our teaching my subject area and for student wellbeing. I am practices. The Framework of Reading Capabilities a strong advocate for girls’ education and have has been trialled in schools as a resource to inform over 15 year of experience teaching in a learning curriculum design and assessment, particularly environment dedicated to girls’ learning needs. I formative assessment. In this workshop we will am currently a Head of House at Strathcona Girls explore the reading capabilities and model ways to Grammar, tasked with overseeing the wellbeing make the complex process of reading visible and of girls in Years 10 to 12 in Gilbert House. As an active so that students can take more agency over experienced English teacher, I am passionate about making meaning. enhancing the learning experiences of my students LIVE and curriculum development, including working Presenter/s with VCAA as a NAPLAN and GAT assessor. I am Dr Amanda McGraw is a Senior Lecturer who excited by my learning community and a vision for coordinates the Master of Teaching (Secondary) future focused education. program at Federation University Australia. The program is known for its innovative school Wednesday 7 July, 12.30pm - 1.20pm partnership practices and is taught on-site in a cluster of diverse regional and rural schools. Her The power of podcasting research interests include reading in English, How can we be the teachers of modern literacy, dispositions for teaching and teachers’ professional
48 learning. Amanda was awarded an Australian completed a Master of Education focusing Government Higher Education Citation for on Aboriginal literacy and regularly presents Outstanding Contribution to Student Learning. cultural competence training at local and national She taught for nearly 20 years in both state and conferences, particularly within the context of independent schools and held a number of incorporating Indigenous perspectives into the leadership positions in schools including deputy English curriculum. She has a blog on the topic, principal. Amanda has worked for the past 6 https://missshipp.wordpress.com/ years as a critical friend and leader in the Reading Phil Page (AATE) is the co-ordinating editor/project Community of Practice. manager for the writing of the secondary teaching Mary Mason is a teaching and learning consultant. resources for Copyright Agency Cultural Fund’s She was a leader of curriculum, learning and Reading Australia program. He has been involved research at MLC, Kew, Wesley College and Geelong extensively in the initiative from its inception in 2013 College. Whilst there, she led innovative programs through to the present. Additionally, he has co- developing student understanding of and taking ordinated a number of secondary English curriculum agency for their own learning. She is a past Vice resourcing programs for AATE, including work for President of the Victorian Association for the the AITSL teaching standards and ESA’s ‘English for Teaching of English (VATE) and presently leads the the Australian Curriculum’ project. A retired English Professional Learning and Research Committee of teacher and high school principal, he is the current VATE. She is the author of many books for English AATE Treasurer and co-editor of the upcoming teachers and has consulted in a number of schools AATE text on inclusive Indigenous teaching practice. on curriculum. She has worked for the past six years as a critical friend and leader in the Reading Wednesday 7 July, 3.00pm - 3.50pm Community of Practice at VATE. Changing our classroom discourse: Using Cambourne’s Conditions of Learning as Wednesday 7 July, 12.55pm - 1.20pm a framework for literacy and language Challenging barriers, changing the landscape: development Bringing Aboriginal and Torres Strait Islander A teacher’s expectations are heavily influenced by voices into the English classroom the conceptual metaphors that guide his or her What if I inadvertently cause offence to Indigenous decision-making. These metaphors underpin a people? What if I say the wrong thing or use the teacher’s belief system and affect their view of the wrong terminology? I’m not Indigenous, is it my purpose of instruction and their interactions with place to teach this stuff? I know nothing about this, learners, shaping the physical, social, emotional, how can I teach it? In this presentation, we tackle and intellectual spaces that support student some of the most frequently asked questions and learning. This session will explore the classroom challenge the barriers (both real and imagined) conditions that guide a teacher’s decision-making hampering educators’ attempts to implement for language and literacy development and illustrate culturally inclusive curriculum. teacher decisions that nourish a discourse of LIVE meaning-making, a necessary ability in a world Presenter/s relying on active, critical, and creatively-literate citizens. This session will update and extend is a Wiradjuri/Welsh woman Cara Shipp research and thinking about the Conditions of (descending from the Lamb and Shipp families in Learning. Participants will examine student and Central Western NSW, around Dubbo, Parkes and teacher interactions to explore how teachers use Trangi) and currently leads Years 7-12 at Silkwood materials and resources, including print, digital, and School, Mount Nathan, in the Gold Coast hinterland. spoken resources, to develop language, literacy, She has previously run alternative educational and content. Teacher language and facilitation to programs for Aboriginal and Torres Strait Islander encourage meaning-making for all learners will be students; held Head Teacher English/HASS/ demonstrated through video of in-person and virtual Languages positions; and served as President, lessons. Vice President and Editor with the ACT Association LIVE for the Teaching of English (ACTATE). Cara has
49 Presenter/s education. Bea maintains active research projects Brian Cambourne is presently a Principal Fellow in collaboration with teachers in Northern Territory at the University of Wollongong, Australia. He began primary schools. teaching in 1956 at the age of 19 and spent nine years teaching in a mix of one-room schools and Wednesday 7 July, 3.00pm - 3.25pm primary classrooms K-6 for the New South Wales How to meet the needs of high ability Department of Education. Since completing his students? doctoral studies (1972), Brian has been researching VHAP English team: The new Victorian High-Ability how learning, especially literacy learning, occurs. Program will see high-ability Years 7 and 8 students He has conducted this research in the naturalistic across Victorian government schools participate in a mode he prefers by sitting in classrooms for many 10-week virtual enrichment program. Only students hundreds of hours. who have been selected by the Department of is an independent literacy Debra Crouch Education and Training are able to participate in consultant, collaborating with districts and schools the program. The program focuses on tasks that in designing professional learning opportunities. stimulate students’ critical thinking, problem solving As a classroom teacher in the United States, she and creativity - enriching their understanding of has been involved in education for the past 32 English and mathematics. VHAP will not focus years as a classroom teacher, coach, consultant, on accelerating students through core Victorian and author. She actively shares her thinking and Curriculum content. Students will be pushed out of practices through long-term professional learning their learning comfort zone. Research has shown opportunities with districts serving children from that highly able students thrive when surrounded by diverse language and socioeconomic backgrounds. like-minded peers. In the virtual classroom, students Debra is co-author with Brian Cambourne of Made will be able to connect with like-minded peers from for Learning: How the Conditions of Learning across Victoria, enabling them to extend each other Guide Teaching Decisions. At her website, academically and personally. teachingdecisions.com, educators can view her LIVE video series for Shared and Guided Reading. Presenter/s Sam Ellis, Teacher of VHAP English program Wednesday 7 July, 3.00pm - 3.25pm Marissa Pinkas, Teacher of VHAP English program Engaging parents in oral language and literacy awareness in the early years Bronwen Martin, Leading Teacher of VHAP English program The Rural Oral Language and Literacy project was designed to work with teachers and parents of preschool and transition students to support the Wednesday 7 July, 3.25pm - 3.50pm language and literacy skills of children. This paper Mythbusting, Unconferences and other unique reports on the parental involvement component of family literacy explorations the broader study. It examines the parental survey Exploring what needs to be undone or unlearned, data from three rural schools in the Northern is a huge part of the journey for families and Territory and discusses the parents’ level of educators! In this session we will engage in some confidence in supporting their children in key areas mythbusting, see what an unconference is and of language and literacy and their perceptions explore other innovative approaches to support of home-school connections for learning. This family literacy practices. presentation concludes by identifying ways to LIVE enhance teacher-parent collaboration to support phonological awareness in the early years. Presenter/s LIVE Jantiena Batt is an experienced teacher who has Presenter/s worked as an instructional coach, Early Literacy Officer and a Literacy and Numeracy Field Officer. is a Senior Lecturer in Inclusive Bea Staley She has coached teachers across 40 schools in Education at Charles Darwin University. Bea’s the ACT with a focus on building confidence and teaching and research interests broadly relate capacity in teachers from all levels of experience. to language, literacy and issues of equity in
50 Wednesday 7 July, 4.30pm - 5.20pm preschool through to Year 9. Taneal is passionate Review of The Australian Curriculum (ALEA) about helping students become confident and independent readers and writers. Furthermore, Public consultation for the review of The Australian she has a Master’s degree in Applied Linguistics Curriculum: English concludes on the second day of and loves supporting EAL/D students to build their the national conference. This is your chance to hear English language skills. the key feedback being provided by ALEA, and to provide your views on the association’s response. Kailee Tindale is a year 5/6 teacher, coach After an initial introduction, participants will have a and mentor at Turner School (ACT). She is highly chance to ask questions and give feedback to the collaborative and passionate about building strong association about the public consultation process. relationships with students, colleagues and the LIVE wider community. Kailee is also passionate about the role of quality literacy and building student Presenter/s agency and engagement. She has presented at Jill Colton is a lecturer in English/literacy education the ALEA Unconference in Canberra on multiple at the University of South Australia and teaches in occasions. Kailee was nominated for the New the primary and secondary programmes. She is Educator category in the 2020 ACT Public National President (acting) of ALEA. Education Awards. Chelsea McKenzie is a kindergarten teacher, Wednesday 7 July, 4.30pm - 5.20pm coach and mentor at Turner School (ACT). She is an Conferencing: Strengthening student/teacher experienced early childhood teacher with most of partnerships through conversations to her time spent in the kindergarten classroom in both develop, shape and tailor literacy learning. shared and individual spaces. Chelsea is passionate about building students’ identities as readers and Turner School (ACT) has focused on the power writers through cherishing relationships and the of ‘voice’ and agency in a rapidly changing world. power of talk. The presentation unpacks the school’s journey in establishing positive connections through conferencing conversations in formal and informal Wednesday 7 July, 4.30pm - 5.20pm contexts to provide a support structure for literacy Review of The Australian Curriculum (AATE) achievement. The presentation will showcase Public consultation for the review of The Australian the different ways Turner School has built upon a Curriculum: English concludes on the second day of whole-school culture of personalising learning for all the national conference. This is your chance to hear students to build their identities as literacy learners the key feedback being provided by AATE, and to and prioritising ‘student talk’ with teachers, among provide your views on the association’s response. peers and within the learning community. After an initial introduction, participants will have a PRE-RECORDED chance to ask questions and give feedback to the Presenter/s association about the public consultation process. Jess Engele is an executive teacher, classroom LIVE teacher and literacy coach at Turner School (ACT). Presenter/s She has over 15 years’ experience working in Led by Claire Jones, ETAWA President and State Australia and internationally. She has a background Delegate to AATE Council in special education and is passionate about enriching and inspiring each child to reach their full potential. Jess has led her team to embed Debbie Wednesday 7 July, 4.30pm - 5.20pm Miller’s literacy workshop model and has presented THAT is the question! Shakespeare through workshops on ‘financial literacy’ and ‘equipping Guided Inquiry in Secondary English. students to learn and live successfully in the 21st Through guided inquiry, teach students about Centur y’. Elizabethan England through Shakespeare’s works Taneal Proctor is a year 1/2 teacher at Turner via study of his poetry, plays and other related texts. School (ACT). She has 12 years’ experience PRE-RECORDED teaching across Australia and internationally, from Presenter/s
51 Charlotte Blackley: An avid reader, amateur pedagogical change. Katina is passionate about writer and keen connoisseur of Young Adult improving student learning outcomes and works fiction, Charlotte is a Secondary English Teacher alongside teachers investigating pedagogical at Daramalan College. After educating herself at changes. multiple universities including the University of North Carolina, she made her way back to Canberra Wednesday 7 July, 4.30pm - 5.20pm and is in her fourth year of teaching. She is in the throes of completing a Masters of Literature at the Teaching challenging and/or culturally University of New England. Although she loves sensitive texts with Reading Australia all aspects of English, her particular passion is This workshop will use the extensive teaching Shakespeare. The Bard would be impressed by resources published by Reading Australia to help how a mere teacher of words can still engage the teachers engage more fully and meaningfully with young in Shakespeare’s world today. challenging and/or culturally sensitive texts and provide teaching approaches and avenues for them to use with students from all cultural backgrounds. Wednesday 7 July, 4.30pm - 5.20pm Participants should come away feeling more Challenging Gifted and Talented Students in a confident about their teaching of such material and Contemporary English Classroom more fully informed about the appropriate cultural Gifted and talented students have different learning and social perspectives needed. needs from those of their age peers. This session PRE-RECORDED will examine differentiation strategies we can use Presenter/s to engage and challenge these students in our is a teacher of English and contemporary English classrooms. Nirvana Watkins Head of Department at Camberwell Girls Grammar PRE-RECORDED School who relishes the vitality and variety offered Presenter/s by working with young people and their responses Bernadette Sheedy has extensive experience to texts. She is a regular presenter at the VATE State developing and implementing programs for gifted Conference and AATE National Conferences, as well and talented students. She has also delivered as contributing to “Idiom”. She has taught senior conference presentations with a focus on curriculum secondary English and Literature in both Victoria differentiation for gifted and talented students. In and Tasmania. She has completed a Masters in 2020, she completed research at Deakin University Education at the University of Tasmania, focusing which examined the use of differentiation strategies on global education, educational leadership and within gifted and talented classrooms. research. Phil Page (AATE) is the co-ordinating editor/project Wednesday 7 July, 4.30pm - 5.20pm manager for the writing of the secondary teaching resources for Copyright Agency Cultural Fund’s Learning about interpersonal language: Reading Australia program. He has been involved Constructing implied character descriptions extensively in the initiative from its inception in 2013 Writing literary texts that engage the reader’s through to the present. Additionally, he has co- attention is a challenge for students as they require ordinated a number of secondary English curriculum knowledge of structure, key language features resourcing programs for AATE, including work for and field knowledge. Investigating interpersonal the AITSL teaching standards and ESA’s ‘English for language choices can promote vocabulary choices the Australian Curriculum’ project. A retired English that create connections with readers. teacher and high school principal, he is the current PRE-RECORDED AATE Treasurer and co-editor of the upcoming Presenter/s AATE text on inclusive Indigenous teaching practice. Katina Zammit is Deputy Dean in the School of Education, Western Sydney University. Her research interests include pedagogy for students from low SES, culturally and linguistically diverse backgrounds, multimodality, and leadership for
52 Wednesday 7 July, 5.30pm - 6.20pm about supporting leaders and teachers in schools Engaging students in poetry to achieve best outcomes for their students. Increasingly students have become disengaged Louise Gray is the Instructional Leader K-2 at with the study of poetry. This presentation provides St Francis of Assisi, Glendenning in the Catholic teachers with ideas and strategies to make the Education Diocese of Parramatta. She has been genre more accessible and appealing to students working in primary education for over thirty years. in secondary schools. By focusing on a Year 8 unit Her teaching experience includes K-6 classroom involving protest poetry, song, and slam, students teacher as well as many years as a learning support explore this ancient form in an innovative way. This teacher. Her passion is teaching the most vulnerable unit culminates in the writing of an editorial justifying learners. the inclusion of poetry in the Australian Curriculum. Rebecca Battikha is currently a kindergarten PRE-RECORDED teacher at St Francis of Assisi, Glendenning in the Presenter/s Catholic Education Diocese of Parramatta. Rebecca is an innovative classroom practitioner responsive to Jessica Hegerty is an English and History teacher the needs of her students and has taught across all who has spent the last eleven years teaching stages K-6 in the primary school setting. at Somerville House, a private girls’ school, in Daniela Attard is currently a Year Two teacher Brisbane. She has presented at workshops and at St Francis of Assisi, Glendenning in the conferences on educational technology and Catholic Education Diocese of Parramatta. She pedagogical approaches. Jessica is passionate has many years of experience in the K-2 setting about girls’ education and empowering girls to and is passionate about seeking new learning make a difference in the world. opportunities to improve outcomes for her students. Rae Kelly has been an English and Drama teacher at Somerville House for the past twenty years. She is passionate about engaging girls creatively in Wednesday 7 July, 5.30pm - 6.20pm learning. Rae is currently the school’s Co-ordinator AATE & ETA journal editors’ meeting of English in the Middle Years. This session is a meeting time for all editors of AATE and ETA journals. Wednesday 7 July, 5.30pm - 6.20pm LIVE Engaging writers by placing students in the Presenter/s driver’s seat Dr Kelli McGraw is a Lecturer in the Faculty of Discover how one school took on the challenge Creative Industries, Education and Social Justice to develop confident, critical thinkers in their K-2 at QUT. Currently teaching secondary English learning spaces. Teachers changed their practice curriculum, her prior experience includes teaching to increase the engagement of their students in high school English and debating in Southwest the writing process. Using contemporary learning Sydney, NSW. Kelli researches the fields of practices to develop confident, reflective and secondary school curriculum, teacher identity, critical young authors, they placed students in the digital literacy and popular culture, presently driver’s seat of their own learning. Students were focusing on student agency and assessment, and transformed as writers through the authentic use the use of project based learning in secondary of learning intentions, success criteria and peer English. She is the Treasurer of the English Teachers feedback. When opportunities were provided for Association of Queensland and the 2020-2021 students to have a voice and accept the challenge Editor of ‘English in Australia’. of their own learning, great things happened. PRE-RECORDED Wednesday 7 July, 5.30pm - 6.20pm Presenter/s Representation matters: Instapoetry as an Kim Platts is a Literacy Teaching Educator working inclusive poetic gateway for Gen Z in the Age across schools in the Catholic Education Diocese of Covid of Parramatta. She has been working in primary Think Instapoetry is just Rupi Kaur and chopped education for over forty years and is passionate up prose? During 2020 Story Factory explored the
53 controversial phenomenon of Instapoetry with high Her passion is literature, in particular poetry. She school students across Western Sydney via online is currently studying a Doctor of Education at and in-class delivery of writing workshops. This Queensland University of Technology. presentation will challenge some of the stereotypes of “poetry on the gram” and share practical Wednesday 7 July, 5.30pm - 6.20pm strategies that demonstrate how this inclusive and sophisticated form can engage students through Writing for ALEA’s journals a broader conception of poetry, promote well- This workshop introduces prospective authors being and provide a medium for Gen Z to define to the ALEA journal editorial teams of Practical and express their own voices - all while crucially Literacy: the Early and Primary years (PLEPY); repositioning them as active composers instead of Literacy Learning: the Middle Years (LLMY); and passive consumers in digital spaces. the Australian Journal of Language and Literacy PRE-RECORDED (AJLL). Each team will provide information and tips for generating and finalising articles for submission Presenter/s for their particular journal. Participants who have Tony Britten taught high school English for nearly ideas for submissions will be invited to discuss twenty years in NSW and has presented to teachers their early conceptions in small group situations and students for organisations such as AISNSW, with the relevant journal editorial teams. Time will ETANSW, VATE, ETAQ, ACTATE, IFTE and AATE. be allocated for audience members to ask specific He has worked in arts education as the Education questions. This session is for novice as well as Manager for The Red Room Company and as a accomplished writers seeking publication in one or consultant. Currently Tony works with Story Factory more of ALEA’s journals. as a storyteller where he devises and delivers LIVE creating writing workshops to young people aged Presenter/s 7-17 from under resourced communities in Western is Program Sydney. He has been an inaugural Sydney Grammar Dr Linda-Dianne (Linda) Willis Director, Bachelor of Education, and Senior / State Library of NSW Fellow and a Premier’s Lecturer, at Griffith University, Queensland. She English Literature Scholarship recipient. teaches Communication, English Education, and www.storyfactory.org.au Humanities and Social Sciences Education courses and researches in the areas of parent engagement, Wednesday 7 July, 5.30pm - 6.20pm literacies across the curriculum, inquiry curriculum Digital poetry for digital natives and dialogic pedagogies. She is currently ALEA Poetry writing is happening outside of the Publications Director. Email: [email protected] classroom, where it is being reimagined and Linda will be joined by Deb Brosseuk, Stacey creativity is flourishing. Digital poetry is being Campbell, Gloria Latham, Julie Faulkner, Christine experienced on social networking sites, video Edwards-Groves, Christina Davidson. gaming, fan fiction and Instagram. In these environments, students, are engaged in a variety of Wednesday 7 July, 5.30pm - 6.30pm writing forms that can be created on their own or in collaboration with others, for both a known and Creative writing: The importance of form unknown audience. In this practical session you will Whether it be a hobby, a profession or an unfamiliar learn how to create digital poetry units of work and task, creative writing evokes a range of feelings assessments for all year levels that can lead your and attitudes from both teachers and students. students to a poetic heart rather than away from it. However, the power of creative writing is that it gives PRE-RECORDED life to new perspectives and unique insights, each of which are supported by the distinct features of their Presenter/s respective form. has 25 years’ experience as an English Anne Wood This session is dedicated to the exploration of a teacher. She has taught in both New South Wales range of creative writing forms, providing teachers and Queensland, in the state, independent and with strategies to help demystify the process for Catholic systems. At her current school, St Hilda’s, their students and to help them understand the Southport, QLD, she is the English Head of Faculty.
54 benefits of a growth mindset. for children in low SES through engagement with PRE-RECORDED STEM experiences. Presenter/s: Michael Bird, from Nossal High School is an Thursday 8th July, 11.30am - 12.20pm experienced English teacher familiar with the Turning theory into practice: Meeting the teachings of VCE English, Literature and English needs of a diverse range of learners in a Language. Having written for Idiom and Insight meaning-based repertoire approach to the publications as well as having delivered many teaching of spelling seminars for the AATE and VATE conferences, he A word inquiry approach to teaching spelling is specialises in the delivery of sessions dedicated to gaining traction in primary school classrooms the enhancement of teachers’ personal practice as as teachers seek to engage children in thinking well as the deepening of student engagement and about words and spelling. In this practitioner analyses. Using a range of past, contemporary and research project we wanted to investigate: (1) how diverse texts across a range of forms he strives to a word inquiry approach can be differentiated for bring the world of the text to life and help students different learners; and (2) how those learners who and teachers unpack the unique and distinct were identified as low performing in spelling were features that permeate their selected texts. impacted. We found that the six focus students who were achieving below year level expectations in spelling experienced slightly greater growth in their Thursday 8th July spelling achievement over the course of a school year when compared with their peers in the same Thursday 8th July, 11.30am - 12.20pm class. Developing academic vocabulary in young PRE-RECORDED children from low SES schools through an Presenter/s enriched STEM program Amy Reid is an Assistant Principal: Teaching and Research has demonstrated that young children Learning at Unley Primary School in Adelaide. Amy’s from low SES areas start school with considerably work involves mentoring teachers to use effective less vocabulary and reduced oral language instructional practices in literacy to maximise skills than children from middle or higher SES student achievement. Amy has a passion for using communities. These issues have been shown to quality children’s literature to inspire teachers to have a severe impact on future academic success, plan rich and engaging writing lessons which foster impacting all areas of the curriculum. Current a love of words and stories in learners. Amy is a interventions focus primarily on Tier Two vocabulary member of the SA local council of the Australian and are suited primarily for children who are already Literacy Educators’ Association. capable of decoding written texts. The aim of my Tam Jarowyj is an enthusiastic junior primary research is to provide a play-based intervention teacher with a passion for inquiry and dialogic suited to the needs of young children. The goal approaches. She has over 10 years of experience of the STEM program to develop a foundation of as a classroom practitioner. academic language to support their understanding of subject-specific vocabulary to enable future Jill Colton is a lecturer in English/literacy education access to all areas of the curriculum. at the University of South Australia and teaches in the primary and secondary programs. She is PRE-RECORDED National President (acting) of ALEA. Presenter/s Lyn Wilkinson is an experienced writer and Natasha Williams: I am an early years teacher teacher who has a continuing interest in literacy, working in a low SES school in Tasmania. I hold following her highly-regarded career as senior a Bachelor of Education Early Childhood from English lecturer at Flinders University. USQ, a Masters in Special Education from Flinders University and am currently working on my Doctorate of Education at UTAS. My area of research is in developing the academic vocabulary
55 Thursday 8th July, 11.30am - 11.55am child’s learning journey. After attending international Blossom bags: Building oracy skills and PD opportunities and school visits within the United connecting with families Kingdom, Ronnelle is working within curriculum projects both in school and the wider community to Children are beginning school with noticeably build awareness of the value of oracy so that it is on lower levels of oracy development, and yet current equal footing to literacy and numeracy. research tells us that oracy skills are foundational building blocks for all learning and they have a Sandra Hawken has had many years of significant impact on communication, confidence, experience in primary education and is a skill and knowledge development. Schools passionate advocate for the establishment of strong working in partnership with families and providing relationships between home and school. Literacy support and strategies for parents to nurture is an area of significant focus for Sandra as she their children’s oral language skills can improve believes it lays the foundation for all other learning. academic outcomes for students and build a Experience working in different schooling sectors strong learning community. From birth to the end and involvement in professional organisations such of Year 12, children only spend between 11 and as IPSHA, APPA and the IBO, allows Sandra to build 13% of their time at school and so parents are a her professional knowledge and share her expertise valuable yet underutilised educational resource. This with others. presentation provides an insight into the strategies St John’s Anglican College is taking to improve Thursday 8th July, 11.30am - 11.55am oral language in the classroom and connect with A backpack of words families to establish genuine engagement. By giving the right support, parents can build and encourage We share how we begin from a basis of diverse oracy and learning in the home. Surveys of parents experiences and mindsets to cultivate wonder indicate that they were unsure how to support their and catalyse the skills for students to be proficient children or lack confidence in their own abilities users of the English language, with a particular to help. “As educators we just assume parents focus on vocabulary development. We share some know how to read a story and engage in deeper of the impactful pedagogy for explicit vocabulary conversation because it comes naturally to us. In instruction, and the benefits of nurturing this reality the majority of our families don’t know how throughout students’ schooling. to do that.” Take-home ‘Blossom Bags’ are one LIVE strategy available to families. Each bag includes Presenter/s children’s book, a clip ring of activities for curiosity Nirvana Watkins is a teacher of English and and discussion, specific speech activities, some Head of Department at Camberwell Girls Grammar gross or fine motor ideas, something to create School who relishes the vitality and variety offered together and/or tech ideas, all of which have a by working with young people and their experiences positive impact on children’s oracy development. in the classroom. She is a regular presenter at A focus on oracy in the classroom, with programs the VATE State Conference and AATE/ALEA such as Talking Partners, and in conjunction with National Conferences, contributor to Idiom and has parent engagement is resulting in positive outcomes completed online teaching resources for The Garret for the children, the families and the learning podcast series and Reading Australia. She has community of St John’s. taught senior secondary English and Literature in LIVE both Victoria and Tasmania. She has completed a Presenter/s Masters in Education at the University of Tasmania, focusing on global education, educational Ronnelle Sanders has been a primary, early childhood classroom teacher and EAL/D leadership and research. coordinator and has worked in both state and Dr Charlotte Forwood is Director of Learning independent school settings. Ronnelle developed Design and Development at Camberwell Girls a passionate interest around language and more Grammar School. A qualified speech pathologist, specifically the development of oracy in young Charlotte’s role is focused upon whole school children alongside explicitly working together with learning design and research-informed practices, parents in understanding the value of oracy in their providing her with opportunities to engage with
56 teachers and students across all year levels and share how we used Steinbeck’s ‘Of Mice and Men’, subject areas. As a teacher/speech pathologist, she to hook and challenge our students using thinking is particularly interested in helping students develop tools, engaging all their senses in responding to both their oral language and their ‘internalised’ photographs and readings from the text, analysing vocabulary. She is fascinated by technology which Steinbeck’s style, and developing an appreciation allows students to collaborate, customise their of the power of narratives to represent aspects of learning and provide tangible evidence of progress. humanity, society and culture and contribute to Michelle May is a teacher of Junior School and their own well-being. We will also show how the Senior School Learning Enrichment at Camberwell English Textual Concepts learning processes guided Girls Grammar School and is particularly interested the design, ensuring a coherent and intellectually in enlivening students’ experiences with language challenging learning experience. and vocabulary through playful and curious PRE-RECORDED pedagogy. She has worked extensively with a Presenter/s diverse range of students including EAL learners. Rita van Haren works in schools, focusing on English, literacy, curriculum, pedagogy, blended Thursday 8th July, 11.30am - 11.55am learning and digital tools. She has masters degrees Video for annotation and deeper text analysis in curriculum at RMIT and ‘New Learning’ at the University of Illinois. She served on the Australian A guided session through different approaches Association for the Teaching of English (AATE) for creating instructional video to benefit English national council for 9 years, is an AATE life member, classroom teaching. Tools and resources outlined and is currently treasurer and executive officer of for further learning and practice. A focus on novel the ACT Association for the Teaching of English and text study supported by asynchronous video to (ACTATE). allow students to learn about texts at home, during online learning or holiday breaks. Lauren Tabur leads the English faculty at Mt LIVE Stromlo High School. She is the Gifted and Talented Liaison Officer which supports her love Presenter/s of extending gifted students and using data to Steven Kolber is a proud public Government identify and support students with modern, best- school teacher who has been teaching English, practice teaching models. She strongly believes history and English as an additional language for 10 in continuous reflection and improvement in her years. He is passionate about teacher collaboration practice, and strives to better her understanding of which he supports through organising Teach literary and literacy approaches in the classroom. Meets, running #edureading (an online academic Lauren is passionate about the learning process reading group), being part of the #AussieED twitter and wants to help others to love learning as much group and taking groups of teachers to Cambodia as she does. Lauren also serves on the ACTATE to run teacher development workshops with executive. Teachers Across Borders Australia. He leverages technology to share teaching ideas and develop teachers through the Teachers Educational Review Thursday 8th July, 11.55am - 12.20pm podcast and his own YouTube channel ˜Mr Kolber’s Assessing writing: Student-led approaches Teaching”. He is especially interested in the future Student-led assessment strategies actively engage of education and the role for democracy within students to reflect on their writing. Teachers then emerging technological futures. have increased opportunities to observe, guide and make decisions about student learning within authentic learning contexts. By encouraging Thursday 8th July, 11.30am - 12.20pm students to take more control of, and responsibility How to engage the disengaged through for, the assessment of their own writing and the learning about style, narrative and character writing of their peers, students develop a greater As year 10 students complete term 4, getting their investment in their own literacy learning, becoming attention may be more challenging, especially in ‘stakeholders’ in the learning process rather than teaching traditional texts. In this presentation we will merely the ‘consumers’ of standardised testing
57 regimes in an increasingly online and globalised Voice recording your feedback to an individual world. student can be challenging, but with practice it can LIVE become one of your most powerful feedback tools. Presenter/s It is hardly a new technology, but the ways teachers and students use voice recording is changing, is a Lecturer in Education at Natalie Thompson resulting in increased efficacy, differentiation, and Charles Sturt University. Her PhD research looks longevity. Learn how to structure and differentiate at young children’s perspectives of learning and teacher voice feedback for senior English students literacies in the changing and exciting conditions with increased efficacy in less time. of the 21st century. Prior to joining the university LIVE Natalie was a classroom teacher in regional Australia in a range of inclusive settings. Presenter/s Paul Grover is Lecturer in Education at Charles Zachary Lurje is the Head of Department Sturt University. Paul has been a Head Teacher of Language and Literature at Queensland Academy English and a secondary English teacher for 35 for Science, Mathematics and Technology in years. He has written English teaching resource Brisbane. His experiments with voice feedback books, online resources, student course books and stem from his experience teaching students with contributed to learning resources for future English EAL/D in South Korea and the Northern Territory, teachers. Paul has presented at state, national and and multilingual students in an IB World School, international conferences for English teachers and informed by the work of Dylan Wiliam on effective English teacher educators. feedback. He was an executive member of the English Teachers Association of the Northern Territory from 2013 to 2017. Thursday 8th July, 11.55am - 12.20pm The Basics Tasmania: A socio ecological Thursday 8th July, 12.30pm - 12.55pm approach to supporting oral language for 0-3 year olds The power of First Nations dual language The Basics Channel is a public health approach children’s books using 5 science-based principles that build capacity This presentation identifies the value of First Nations of communities and raise awareness to support dual language and interlingual children’s books for 3 social-emotional and cognitive development of to 6 year old children for introducing new vocabulary children from birth to three years. and cultural understandings. The collaborative LIVE project offers advice as to how to source bilingual texts and how Indigenous languages can be Presenter/s promoted in early childhood. Kate Slater is school principal with many years LIVE experience as well as a qualified early years teacher. Presenter/s Maree Thompson is an early childhood teacher, is an early years language and a literacy leader in her local school, and a qualified Amy Farndale literacy lecturer, researcher and early childhood teacher of the deaf. pre-service teacher trainer at the University of Kate and Maree were both recipients of a Hardie South Australia. Her research supports bilingual Fellowship in 2018 to Harvard University to study preschoolers and early years of school students high leverage approaches to literacy and language valuing many languages in our communities. Her and family engagement. They are the leaders of present collaborative research project involved the Basics Channel, a local initiative determined to analysis of Aboriginal dual language books for 3-6 address disadvantage and levels of vulnerability in year olds. children in their local community.
Thursday 8th July, 12.30pm - 12.55pm Thursday 8th July, 11.55am - 12.20pm What’s the time Mr Wolf? Time for a balanced Voice recorded feedback for increased approach to the teaching of reading in the differentiation and efficacy early years
58 Beryl highlights how learning to read in the early Flinders Anglican College on the Sunshine Coast in years requires multiple strategies that are taught Queensland. A proud Flinderian since 2010, Donna from the Foundation year (ACELA1649). Contextual, has been teaching in Queensland for 17 years and semantic, grammatical and phonological knowledge has led the implementation of the English, Literature, are all necessary, in combination. When children are and English & Literature Extension courses at motivated to read a text of their own choosing, they Flinders under the new suite of QCAA (Queensland can’t rely on phonics alone. As per the “Reading Curriculum and Assessment Authority) syllabuses. Processes” sub-strand of the Australian Curriculum Donna has been a Subject Matter Expert and Lead English, children are taught to combine the reading Marker of External Assessment for Senior Literature, strategies as they read. This is called a balanced and a Confirmer for Senior English. She is also approach to the teaching of reading. Beryl outlines part of QCAA’s Prep-Year 10 English Learning Area how she uses written words from the children’s life Reference Group. world as well as high quality children’s literature to Andrew Street is a Senior English, Literature, and strategically facilitate young children to discover how English & Literature Extension teacher at Matthew the sounds and symbols of English work together. Flinders Anglican College. He has been teaching It’s a text-centric and student-centric pedagogical in Queensland for 17 years and has developed style that systematically teaches children that and led the implementation of the new Senior learning to read is a thinking process. English & Literature Extension course at Flinders. LIVE Andrew is an Endorser, Confirmer, and a Marker of Presenter/s External Assessment for Senior English & Literature Extension, and has played an integral role in all Dr Beryl Exley: Aside from being a very proud ALEA Life Member, Beryl Exley loves teaching things teaching, learning and assessment in the grammar. She adopts a text-centred, student- English Department at Matthew Flinders Anglican centred approach where author’s grammar choices College in the past five years. are something to be explored for the purpose of enhancing students’ reading comprehension and Thursday 8th July, 12.30pm - 1.20pm writing precision. Building successful reading communities to thrive in the 21st Century: Leading a Thursday 8th July, 12.30pm - 12.55pm whole school approach to engaging agency, Focalisation: Genette to Genius collaboration and inquiry for literacy learning amongst students, teachers and school Two key cognitions in all English Learning Area leaders. subjects in Queensland are ‘analyse’ and ‘create’. Focalisation, when understood and used effectively, The move back to school from learning online allows an author to seamlessly create a range of sparked a loud and clear conversation around the perspectives and representations in both literary importance of further strengthening our students’ and non-literary texts. When students understand engagement with what we call 21st Century how authors use focalisation for effect, they are dispositions for literacy learning. Hear how we led better able to use it in their own writing to affect this across our school. their intended audience. In this presentation, we PRE-RECORDED take you through some of Gerard Genette’s theory Presenter/s on narratology, and use this as the foundation for Allison Edmonds is the principal of Turner School analysis and use of focalisation in imaginative texts. (ACT). Allison has a focus on empowering teachers Using the approach of ‘analyse to create’, with as highly collaborative and reflective; bringing a focus on focalisation, students can move from their unique expertise to strengthen Turner’s writing mediocre stories that ‘do the job’ to creating literacy practice in every classroom for every child. gripping narratives that prompt powerful critical and Allison brings expertise in presenting differentiated emotional responses from their audience. approaches to teaching at local and national levels. LIVE Emily Gregory is a Year 5/6 teacher at Turner Presenter/s School (ACT) and the recipient of the 2017/18 ACT Donna Skilton is the Head of English at Matthew New Educator of the Year. Emily has presented
59 nationally on data and digital literacy and is highly collaborative, innovative and and brings a project based learning as well as at ALEA AATE deep understanding of curriculum and evidence- conferences. She is passionate about children’s based pedagogy to her practice. literature and developing children’s identities as Tilly Cave is a Year 1/2 teacher at Turner School researchers, readers and writers. (ACT). She is passionate about children’s literature Kayla Gifford is an experienced teacher at Turner and developing children’s identities as researchers, School (ACT) currently teaching a 1/2 class. She readers and writers. Tilly is currently teaching a has presented at various conferences around special needs class which is co-located with a visual literacy, differentiation, and developing mainstream class. engagement in literacy for EALD learners. She is Sammy Noble is a mainstream teacher at Turner passionate about the importance of embedding School who has been a lead teacher in building quality children’s literature and developing children’s Turner Schools literacy toolkits. She is currently identities as inquirers in reading and writing. collaborating with Katrina Harding to co-teach Antonia McGuire is an Inclusion Officer and an inclusive combined mainstream and special literacy and inclusion coach at Turner School education class. (ACT). She has worked in a diverse range of school Katrina Harding is a special education teacher settings in the ACT, including mainstream and at Turner School in the ACT who is passionate special education settings. Antonia has presented advocating for students with complex needs. She at numerous conferences, including ALEA national is currently co-teaching a special needs class conference. She is focused on building teacher within the context of a mainstreams, collaboratively capacity in working with students with complex planning to cater for the diverse needs. needs. Robyn Watson is deputy principal of Turner School Thursday 8th July, 12.30pm - 1.20pm (ACT). Robyn has a focus on developing teachers through cycles of inquiry to support them in Education through engagment: Supporting personalising literacy learning and aligning practices First Nations students in English across the school. Robyn presented Turner’s literacy Teaching First Nation students English requires journey at the ALEA AATE National Conferences ‘relatedness’ and a recognition of the Aboriginal since 2014 and in the ACT. tradition of connectedness to every living thing, and the importance of this to culture and spirituality. Our learners are diverse - for many students Thursday 8th July, 12.30pm - 1.20pm English is their second or even third language. Building independent literacy learners: It is fundamental to our role as educators to Supporting the diversity of student literacy acknowledge and celebrate this richness of learning. language in a deliberate, and not tokenistic or Every student can learn, just not on the same day, superficial, way. This workshop shares approaches or the same way.’ (George Evans.) How do you for meaningful and imbedded inclusion in activities help children become more independent literacy and tasks, where all students can ‘show off’ and learners? This presentation will showcase the celebrate the richness of their cultural and language different ways Turner School (ACT) has built upon a resources, and experience success in our education whole-school culture of personalising learning for all systems. students to build their identities as literacy learners PRE-RECORDED and addresses strategies we use to build students Presenter/s understanding and connections to the literacy environment. Jaelene Durrand: Throughout a wide ranging career, Jaelene Durrand has been dedicated to PRE-RECORDED supporting Indigenous students in a holistic way, Presenter/s taking each student into account as a whole person, Helen Middleton is a lead special education connected to their families and communities. teacher at Turner School in the ACT and works with Student success means promoting well-being, the Inclusion Officer to support and mentor other participation, engagement and achievement. Each special education teachers within the school. Helen of these four components of success builds on and
60 enhances the others. Jaelene has a commitment Presenter/s to developing teacher understanding of Indigenous Associate Professor Jennifer Alford is Associate students and seeking opportunities to meet Professor in the School of Teacher Education and Indigenous students’ needs relating to language, Leadership, Faculty of Creative Industries, Education culture and identity. & Social Justice at QUT. She has over 30 years’ experience teaching English in high schools and Thursday 8th July, 12.30pm - 1.20pm as a university pre-service and in-service teacher educator. She is an award-winning qualitative Pedagogical shifts in reading instruction researcher who has published on English curriculum This session will report on a team working with design and teacher agency, and a current ARC year two students across a year using targetted DECRA fellow. reading approaches and pedagogical shifts to meet is the patron of ETAQ and student needs using guided reading, workshop and Dr Sherilyn Lennon an Adjunct Lecturer in the School of Education bookclub models. Our team involved two neophyte and Professional Studies at Griffith University. She teachers, Senior Teacher, Special Education has over twenty-five years’ experience teaching Teacher and Assistant Principal working together Senior English in rural schools and more recently initially with support staff to deliver an intervention as the convenor of the English curriculum courses guided reading program for semester one. In at Griffith University. She is an award-winning semester 2 we shifted our pedagogical practice researcher who has a particular interest in emerging to include other models of delivery of reading critical feminist methodologies instruction to ensure that all students’ reading needs were met. Ms Danielle Gordon is a Lecturer in the School PRE-RECORDED of Teacher Education and Leadership, Faculty of Creative Industries, Education & Social Justice Presenter/s at QUT. She has 12 years’ experience teaching Donna Kimm: I have been an Assistant Principal English in regional schools, as well as 3 years at at Girraween for 4 years and have been supporting QCAA developing the syllabuses and mock external teachers in year two to plan and deliver a quality assessments. She is a current PhD candidate at literacy program. QUT. Liz Evans, Senior Teacher Early Years Team and Year 2 Team Leader Thursday 8th July, 12.30pm - 1.20pm Anika Sorensen - neophyte teacher and Year 2 Pedagogies for slow reading reading team particpant It has become increasingly common for teachers to report that their English students won’t read Thursday 8th July, 12.30pm - 1.20pm literature for study or pleasure. When coupled How the new curriculum is reshaping senior with research which shows that thriving digital English teachers’ practices in Queensland literacy practices are occupying the attention of In 2019, the new Queensland English Senior young and old like never before, we are right to be Secondary syllabus was implemented in all schools concerned about those students who struggle to across the State. This highly defined syllabus, engage in sustained and deep ways with literature. its high stakes external testing and supporting This presentation will make the case for slow documents instigated a shift in the teaching and reading pedagogies. We construct slow reading assessing of subject English that has been both as a situated and embodied cultural practice and challenging and revitalising for Queensland’s Senior reading pedagogies as purposeful social practices English teachers. In this presentation, we share to advance meaning-making. We will begin by initial findings from a joint QUT/Griffith University synthesising contemporary literature regarding research project designed to answer the question, the reading practices of young people and offer ‘how might the new QCAA English General syllabus possibilities which seek to empower students to be shifting and reshaping Queensland English read slowly, deeply and critically. Working towards teachers’ practices and performances?’ these goals includes strategies that address PRE-RECORDED material/physical, social/pedagogical and textual
61 contexts. PRE-RECORDED Thursday 8th July, 12.55pm - 1.20pm Presenter/s A statement about play: Collecting and Dr Alex Bacalja is a lecturer in language and enhancing the voices of early childhood literacy in the Melbourne Graduate School of educators Education, The University of Melbourne. His work Sound oral language underpins literacy. Research and publications have focused on the form and supports play-based pedagogy as an inclusive function of literary texts and their impact on the strategy for children of diverse backgrounds and teaching of English. needs to facilitate oral language, and literacy in Dr Mary Purcell is a lecturer in secondary English the early years. Yet, recent policy has resulted in at The University of Melbourne. She has taught the de-emphasising of play-based pedagogy in literature and philosophy in Australian secondary preference for formal curriculum in the early years of schools for many years. Her research interests are schooling. This presentation will describe a study in transnational literacy, postcolonial theory and literary which educators became empowered to re-instate pedagogy. play-based pedagogy through critical reflection in a community of practice. LIVE Thursday 8th July, 12.55pm - 1.20pm Presenter/s Interactive Writing: Co-construction at its best in the early years classroom Dr Tamara Bromley’s numerous roles allow her to apply her research interests of literacy, early When learners share a sense of connection to childhood and policy in supporting teachers. A one another and the learning experience, they former literacy specialist teacher and speech are said to be experiencing social synchrony, an pathologist, she is currently an early childhood innate process that facilitates social connection education consultant and school leader within and understanding across groups (MacMahon the Department of Education WA. She is also a et al, 2020). This connection is evident during sessional lecturer with Curtin University within ‘Interactive Writing’ - where a teacher and class literacy and early childhood education programs. share authorship, responsibility, and success Tamara’s long held interest in literacy and early as they compose and write a shared text. In childhood were deepened through her PhD that this presentation I will demonstrate the power of investigated the impact of policy on both. Interactive Writing for teaching Idea development - composing, - recording and editing - vocabulary expansion, grammar and punctuation, spelling, PA, Thursday 8th July, 12.55pm - 1.20pm phonics; and reading. Reloading Shakespeare: Enlivening LIVE engagement and generating learning through Presenter/s creative digital spaces Dr Noella Mackenzie is a Senior ALEA fellow, In this presentation, we share a range of innovative current president of the Riverina Murray ALEA local digital teaching and learning resources designed to Council, an Adjunct Associate Professor in Literacy engage students in the exploration of Shakespeare’s at Charles Sturt University, and an independent works in playful, creative and challenging ways. The education consultant. Noella is an experienced resources form part of the Shakespeare Reloaded literacy teacher and researcher. Her research has website (www.shakespearereloaded.edu.au) hosted largely focused on early writing and is informed by by the Better Strangers project - a partnership her ongoing work with classroom teachers. She has between the University of Sydney and Sydney co-edited two books on writing, written numerous K-12 school Barker College that also includes invited chapters on early literacy, early writing and researchers from James Cook University and the writing transitions, and been published in research Australian National University. We will demonstrate and professional journals including Australian how readily useable, adaptable, and enriching the Journal of Language and Literacy and Practical Shakespeare Reloaded digital resources can be for Literacy. you and your students. LIVE
62 Presenter/s pandemic led to the creation of early literacy Jacqueline Manuel is Professor of English educational music videos. Education in the Sydney School of Education and PRE-RECORDED Social Work at the University of Sydney, Australia. Presenter/s She is Program Director of the Master of Teaching Jonathon Russell Wheatley: I have taught as a (Secondary) Initial Teacher Education Program primary school teacher for over 20 years across and co-ordinates and teaches secondary English NSW and QLD from Grade 1 through to Grade 6 curriculum. Her areas of research, scholarship as both a classroom and primary music specialist and publications include: teacher professional teacher. I am currently enrolled in a Master of development; theory, pedagogy, and student Education postgraduate course with Southern achievement in literary education, reading and Cross University Online majoring in Educational writing; creativity in English education; Shakespeare Wellbeing. My current classroom role is a Year in English education; and English curriculum history. 6 teacher at Canterbury College Waterford, an Professor Liam Semler from the University of independent Co-educational pre school to Year 12 Sydney teaches, supervises and researches widely school in South East Queensland. I am a member of in the field of early modern English literature. He ALEA and have contributed to ALEA as a Hot Topic was director of the Medieval and Early Modern Reviewer and my vignette ‘Teaching Poetry as an Centre in 2012-13 and president of the Australasian Art form’ appears in Tadpoles in the Torrens ALEA Universities Language and Literature Association publication. I am also a member of the Australasian from 2009-13. He has held visiting fellowships Performing Rights Association. I currently hold full at the Massachusetts Center for Interdisciplinary teacher registration with the Queensland College of Renaissance Studies, Corpus Christi College Teachers. Cambridge, Oxford Brookes University, and the Universities of Nottingham, Warwick, Essex and Auckland. Thursday 8th July, 3.00pm - 3.50pm Dr Claire Hansen is an award-winning lecturer Keep it, bin it, build it in English and writing within the College of Arts, Transitioning to remote learning and reimagining Society and Education at James Cook University. the delivery of meaningful virtual English learning Claire completed her PhD at the University of experiences, is something teachers across the Sydney, where her research focused on the use of country were faced with doing last year. What complexity theory in Shakespeare studies and in have we been doing all along that is valuable and education. She is a member of the Shakespeare meaningful and should be retained? What can we Reloaded project, an ongoing collaborative hold lightly or let go of? And what can we glean project exploring innovative approaches to from our experiences to carry into the future? teaching and learning at secondary and tertiary PRE-RECORDED institutions. She assists in the management of Presenter/s the Shakespeare Reloaded website and writes Kate Manners is Head of Strategic Initiatives at regularly for the Shakespeare Reloaded blog.Her Camberwell Girls Grammar School and a highly book, Shakespeare and Complexity Theory, was experienced teacher of English, with a passion for published by Routledge in 2017. Claire has also learning design and growing the profession. published on Shakespeare, Christopher Marlowe, education, early modern dance, and female Jennifer Gordon is Head of Service Learning characters in renaissance literature. at Camberwell Girls Grammar School and an experienced teacher of English and Literature. She is enlivened by the challenges and opportunities Thursday 8th July, 3.00pm - 3.50pm presented in the contemporary sphere of English Creating online educational content: Bringing teaching the classroom to the student Responding to the needs of a community support organisation to deliver online literacy education content to disadvantaged learners during a
63 Thursday 8th July, 3.00pm - 3.50pm and how to teach about the meaning potentials of A mirror and a window: Learning about sound, image and language for authoring digital ourselves and our communities through narratives. screen stories PRE-RECORDED Locally produced screen content provides Presenter/s Australian children with both a mirror for their Dr Betty Noad is an experienced class teacher, own experiences, and a window into the lives of consultant and lecturer in English-literacy education the others in their communities. Quality screen (early childhood, primary, secondary). Her current stories have the power to engage our students and research interests include multimodality, and the encourage them to walk in someone else’s shoes, meaning potentials of sound in multimodal digital building empathy and understanding of others authoring for literacy learning across the curriculum. in ‘real life’. This presentation will introduce new and upcoming ACTF programs, resources, and virtual learning opportunities for the classroom. It Thursday 8th July, 3.00pm - 3.50pm will include case studies from educators who have Ethical Australia: International students - more used the diverse perspectives in ACTF content to than just dollars and cents creatively teach literacy across the curriculum. The influence of international politics and an PRE-RECORDED ongoing pandemic in relation to international Presenter/s students in Australia is a controversial and much discussed issue. However, just as controversial, : As the ACTF Curriculum Officer Janine Kelly but infrequently explored, is the extent to which and parent of a young child, Janine spends a lot international students and their families are actually of time watching kids’ television. She also creates gaining what they pay for and fly across the globe teaching resources that complement ACTF content to receive. By exploring constructs of the study and supports teachers through workshops, virtual of English and English teaching in Australia within learning events, and outreach to schools. the global context, this presentation will explore Peter Maggs is the Head of Education at the whether Australia can justify the extensive revenue ACTF. He has been an eLearning consultant to accumulated from onshore education or whether education departments, cultural organisations and a miscarriage of justice occurs when students those engaged in digital learning for over 20 years. enter our education system due to preconceived Peter’s main role has been to empower teachers notions regarding the teaching of English, held and children to become innovative, creative and by syllabus developers. Connected to this, the collaborative digital participants. session will explore how more suitable pedagogy and processes could minimise such issues. Thursday 8th July, 3.00pm - 3.50pm The presentation will include deconstruction of pedagogies and teaching strategies within English The challenge of using sound (music, sound as an Additional Language courses and look at how effects) for digital multimodal authoring in forthcoming changes to state based and national literacy education. curricula need to rise above the challenge of taking The use of sound alongside image and language the well-worn literature path that may or may not for multimodal digital authoring in classrooms meet EALD students’ needs effectively. This session presents a challenge for English-literacy teachers will focus on current syllabi within secondary (ACER, 2016). This paper considers an analysis schools. of choices of sound (music, sound effects), PRE-RECORDED image and language in short movies authored by school students across Australia, for the Screen It Presenter/s competition (ACMI, 2014-2019). The study found a Alison Laird is the EAL/D and International range of choices of music and sound effects used Coordinator at Epping Boys’ High School, Sydney to make meanings about events (experiential) and where over 60% of the school is LBOTE including feelings (interpersonal), and for coherence (across 65 international students enrolled. As a member whole movies). A theoretical model of multimodality of Northern Sydney’s EAL/D Professional Network is exemplified, to address the challenge of what (DoE), Alison was participant in ETANSW’s 2018
64 review of the new preliminary EALD syllabus and an Jordan’s current project is the Buunji Birrang HSC marker in 2020. As a passionate advocate for Program - a multi-year level humanities program for EAL/D teachers and their subject, Alison continually Aboriginal and Torres Strait Islander students. strives to explore how current policies and practices require change to better support students. Alison Thursday 8th July, 3.00pm - 3.25pm has previously presented at ETANSW’s state conference (2019) and the AATE/IFTE conference Walter Benjamin and ‘operating writers’ in an (2020). age of standardisation The Australian Writing Survey recently reported a marked decline in the quality of secondary students’ Thursday 8th July, 3.00pm - 3.50pm writing and a reduction in the time teachers devote Learning online with the English Textual to the teaching of writing. This follows a decade of Concept of Authority standardising writing forms assessed in secondary When our classes went online in 2020, each school, school (with creative writing, until recently, faculty and teacher rose to the challenge. This is almost disappearing from school curricula), and the story of one English faculty who collaborated widespread evidence of writing teachers mandating to create a super unit on the English Textual templates such as TEEL. In teacher education, Concept of ‘Authority’, taught online to all students too, there has been a narrowing in the forms of in years 8 - 10. Students explored the authority ‘of’ writing that students are encouraged to submit multimodal texts and authority ‘over’ texts (author for assessment. This presentation examines the intent), developing their understanding of how worrying implications of these phenomena, but the language creates authority as well as their critical news is not all bad. thinking skills. In this presentation, we will show LIVE how we were able to effectively deliver learning Presenter/s online by engaging students, creating discussions, challenging their thinking and differentiating Dr Graham Parr is Associate Professor of English according to need. education at Monash University. Prior to working as an English teacher educator in universities, PRE-RECORDED he taught English and literature for 14 years in Presenter/s Australian and US schools. His research interests Prue Gill is an Instructional Mentor in School range across English teacher education, literature Improvement for the ACT Department of Education. teaching, and professional learning. Recent Prue has a masters degree from the University of publications include: ‘Knowing in English’, Special Illinois and the University of Canberra and is AITSL issue of Changing English (2021); Re-imagining lead teacher certified. In 2013, she was the recipient professional experience in initial teacher education: of the ACT Public Schools Secondary Teacher of Narratives of learning (2018); Language and the Year Award. Prue also serves on the ACTATE creativity in contemporary English classrooms executive. (2014); English for an Australian Curriculum: National Brianne Carrigy: Following a highly rewarding agendas, local settings (2011); and Inquiry-based experience teaching English as an additional professional learning: Speaking back to standards- language to international students, Brianne based reforms (2010). completed a Master of Teaching at the University Dr Scott Bulfin is a senior lecturer in the Faculty of Canberra in 2018. Brianne has been working of Education at Monash University and director of with the English Textual Concepts since 2019. She graduate research. His research and teaching focus was the ACT New Educator of 2020 and is on the on the sociology of schooling and technology and ACTATE executive. L1 teacher education. His latest book is, ‘Everyday Jordan Windley is a classroom teacher at Mount schooling in the digital age: High school, high tech’ Stromlo High School and a member of the ACTATE (Routledge, 2018). Executive. His interest in the English Textual Dr Fleur Diamond is a lecturer in English and Concepts flourished after being a part of the original literacy education at Monash University. Her ETANSW research project in 2017. In line with research is focused on English/literacy teaching, his passion for exploring new ways of teaching, teacher education and literacies. Her latest
65 publication, with Scott Bulfin, is ‘Knowledge in the the secondary English curriculum. Making: Cultural Memory and English Teaching’ in LIVE the journal, ‘Changing English’ (2021). Presenter/s Paul Grover is Lecturer in Education at Charles Thursday 8th July, 3.00pm - 3.25pm Sturt University. Paul has been a Head Teacher of Engaging parents in inquiry curriculum in their English and a secondary English teacher for 35 child’s early years classroom: What literacy years. He has written English teaching resource learning and teaching opportunities arose? books, online resources, student course books and This presentation explores the literacy learning contributed to learning resources for future English and teaching opportunities when two early years teachers. Paul has presented at state, national and teachers participated in the EPIC (Engaging Parents international conferences for English teachers and in Inquiry Curriculum) project. EPIC was conducted English teacher educators. over two years (2018-2019) in two Queensland schools. Teachers and parents indicated that Thursday 8th July, 4.30pm - 5.20pm EPIC enriched the students’ language and literacy Literacy consumers to creators learning at school and home. This especially Digital technologies facilitate authentic learning occurred through conversations about classroom opportunities fostering confidence, curiosity, inquiries which continued and expanded as the persistence, innovation, creativity, respect and child engaged their parents and other family cooperation. Virtual Reality and Augmented Reality members in discussions about learning and challenge teachers to provide opportunities to take subsequently as these conversations generated students anywhere, thus widening their experiences new and deeper classroom discussions. Parent and and building background knowledge. Using VR/AR child wellbeing were also observed to improve. enables staff and students to develop their ability LIVE to connect to a world of discovery through virtual Presenter/s interaction with quality literature whilst enhancing Dr Linda-Dianne (Linda) Willis is Program their literacy skills. The syllabus highlights that Director, Bachelor of Education, and Senior through knowledge and understanding of digital Lecturer, at Griffith University, Queensland. She technologies, students are encouraged to become teaches Communication, English Education, and critical consumers of information and creative Humanities and Social Sciences Education courses producers of digital solutions through the key and researches in the areas of parent engagement, learning area of English. literacies across the curriculum, inquiry curriculum PRE-RECORDED and dialogic pedagogies. She is currently ALEA Presenter/s Publications Director. Email: [email protected] Jeannine Ucdereli is the Assistant Principal is an experienced teacher Professor Beryl Exley Learning and Teaching at St Joseph’s Primary and teacher educator working in English Curriculum School Port Macquarie. She is passionate about and Literacies Education at Griffith University, inspiring and engaging students in innovative Queensland. She was the ALEA National President learning opportunities, fostering a culture where (2017-2019). Email: [email protected] all students and staff experience success. She creates opportunities for staff to develop and refine Thursday 8th July, 3.25pm - 3.50pm teaching practice and reflect on their pedagogy Literacy in the secondary English curriculum which subsequently improves student engagement, learning and wellbeing outcomes. This presentation focuses on current literacy practices in secondary English, and how they have [email protected] significantly changed from past practices. It will Twitter: @JneanUcdereli explore practical strategies to enhance student St Joseph’s Port Macquarie - engagement and learning through innovative literacy Twitter: @pmacjlism practices, and, by focusing on future literacy trends Facebook: @StJosephsPrimaryPortMacquarie and expectations, to enhance student learning in Sarah Blundell is the Leader of Digital
66 Pedagogies/STEM st St Joseph’s Primary School for exploring STEM concepts. At PLC Sydney, Port Macquarie. She is a talented teacher who we used these traditional stories as a stimulus continually strives to engage students through to explore and learn core science concepts and inquiry-based learning inspired by the use of quality use digital and emerging technologies to design literature. She walks alongside staff and students and create solutions to the problems faced by the to build a culture of learning. Through collaboration characters in the stories. and communication, critical thinking and creativity, PRE-RECORDED exploration and experimentation, our students as Presenter/s well as our teachers are prepared for the emerging is a highly passionate future. Helen Kardiasmenos educator who wears various hats as a digital [email protected] technology leader in Sydney, Australia. She is the Twitter: @SarahBlundell16 Technology, eLearning and Innovation leader at PLC St Joseph’s Port Macquarie - Sydney, where she leads teachers in the effective Twitter: @pmacjlism integration of emerging and digital technologies, ICT Facebook: @StJosephsPrimaryPortMacquarie and digital literacy across K-6. Helen also shares her knowledge and experiences with pre-service Thursday 8th July, 4.30pm - 5.20pm and early career teachers at Australian Catholic University and Swinburne University as a sessional Exploring the spaces and opportunities academic. Her recent action research ˜Plugged for digital text production in early years into Unplugged: Teaching Girls to be Leaders classrooms and Coders with Technology” saw her become a Drawing on a doctoral study investigating digital finalist for the 2020 NSW Guild Research Award for text production practices in early years classes Excellence in Research. Helen was a former project (kindergarten to year 2), this presentation will officer with the CSER as part of the University of explore the curriculum and pedagogical spaces Adelaide. In this role she trained teachers and five teachers found for digital text production in schools across K-12 with implementing digital their classrooms. The presentation will report on technologies across the curriculum. She is Certified the opportunities they facilitated for digital text Google Innovator #VIA20 where she founded Nano production and the decisions they made about Bites Education, Google Certified Educator (Level resources, environments and their interactions with 1 and 2) and Microsoft Innovative Educator Expert children. and Trainer. Helen is also a Certified Lego Serious PRE-RECORDED Play Facilitator, who can run Lego Serious Play Presenter/s workshops. She is a Seesaw, Makey Makey and Mitchell Parker is a PhD candidate at the Kai’s Clan Ambassador. University of Wollongong and member of the Play, Pedagogy and Curriculum Group in the Early Start Thursday 8th July, 4.30pm - 5.20pm Research Institute. His research interests include The double helix of collaborative learning teacher pedagogies and contemporary literacy The double helix describes the molecular shape practices. Mitchell is an active member of ALEA and formed when two linear strands that run opposite currently serves as NSW State Director. In 2019, he to each other twist together. Connected by smaller was awarded an ALEA Fellowship in recognition bonds, the degree of freedom expressed - the of his work in ALEA and literacy education more bending, twisting and compression - is inherent broadly. to their linked relationships. Learner and teacher feedback relationships mirror this. Joined by Thursday 8th July, 4.30pm - 5.20pm learning goals, cycles of feedback and classroom Storytime STEM solving problems using experiences, our double helix in English can set the digital and emerging technologies DNA for critical professional learning that impacts Traditional fairy tales like ‘The Three Little Pigs’, on the very make up of our work. This workshop ‘Jack and the Beanstalk’, ‘Incy Wincy Spider’ and explores foundations of informed English classroom ‘Row, Row, Row your boat’ are wonderful sources practice and capability through reflection and
67 feedback. your views on current projects, future initiatives and PRE-RECORDED the nature of PL delivery now and into the future. Presenter/s LIVE Carly Sopronick is a nationaly accredited Lead Facilitators Teacher who currently works at Pimlico State High Alison Robertson School in Townsville, Queensland. Erika Boas Cathy Campbell is the Head of Department at Sue Gazis AM Atherton State High School for LOTE, Business and Humanities. Thursday 8th July, 4.30pm Belinda Hampton is the Head of Department ALEA TE-SIG Session for English at Atherton State High School in North Queensland. Carly, Cathy and Belinda have Many disruptions and changes have occurred over worked together for over a decade and presented the past 18 months in classroom-based education at numerous state and national conferences. They as well as in Initial Teacher Education (ITE) in are united in their passion for teacher self efficacy, Australian tertiary institutions. This presentation and remain firm friends despite very different begins by providing a general overview of ITE approaches to preparing for conferences. in Australia, discussing present affordances, challenges, and tensions. Professor Umesh Sharma, Professor Janet Scull, and Associate Thursday 8th July, 4.30pm - 5.20pm Professor Michael Phillips, from Monash University Building a (new) English faculty in Melbourne, authors of Innovations in teacher This presentation will showcase the process I used education at the time of COVID-19: an Australian to set faculty goals and arrange faculty meeting perspective, will elaborate on research conducted times to work with staff towards their attainment, over the past 18 months, highlighting practical with a young faulty with varying degrees of successes within their university’s ITE program. experience and expertise. Starting with an outline Following this, three specialists from different of middle-management strategies suggested by Australian universities, Nathan Lowien from the Forbes Business, I will demonstrate how I lead my University of Southern Queensland, Dr Sally team in goal setting and follow this through in the Humphrey, from the Australian Catholic University, running of monthly faculty meetings and weekly and Dr Bea Stanley from Charles Darwin University one-on-one teacher meetings. reflect on successful innovations and practices PRE-RECORDED within their ITE program. We anticipate some interesting and innovative sharing of ideas between Presenter/s TESIG members at this meetup. Catherine Laughlin: I am a passionate English LIVE teacher who is committed to building capacity in Facilitators both students and teachers. I love the pedagogies of Cooperative Learning and EDI, both for how Dr Lynn Downes they bring energy into the classroom as well as Dr Deb Brosseuk encourage learning and confidence. l have been teaching for 27 years and leading English faculties Thursday 8th July, 5.30pm - 6.20pm for over 20 years (in 5 schools, in two different Gifted students and literacy states). Creating tasks and questions that target gifted students can appear daunting but it doesn’t need Thursday 8th July, 4.30pm - 5.20pm to be that way. Learn how to structure tasks and AATE Matters Sessions create questions that will cater for gifted learners in An open invitation to all interested delegates with a your classroom. special invitation for scholarship winners and PRE-RECORDED ETA Council members. Presenter/s AATE Matters provides a forum for you to share Sylvia Headon holds a Bachelor of Education,
68 Masters of Education, Certificate of Gifted Education This session will focus on the results of an action and is completing her MBA (Leadership). She has learning project that explored how the 8 Ways of taught K-6 and specialises in gifted education Learning Framework could be utilised alongside and inquiry learning. Sylvia has over 10 years the Early Years Learning Framework in a preschool experience as a school leader supporting teachers setting to enhance connections, collaboration to improve student literacy outcomes and currently and contemporary early childhood practices. works as a Deputy Principal at Amaroo, ACT’s This session aims to detail the implementation largest school. She has previously presented of the action learning project, share findings and at ALEA conferences in Canberra, Darwin and experiences and the implications for future practice. Melbourne. PRE-RECORDED Presenter/s Thursday 8th July, 5.30pm - 6.20pm Jessica Batt is an early career teacher who was Collecting evidence to guide targeted teaching the recipient of the ALEA Aboriginal and Torres Using carefully considered assessment tools and Strait Islander Mentoring Program in 2019. She practices enables educators to identify specific teaches in the early childhood years at Gilmore strengths and learning needs in students’ reading. Primary School in the ACT and has been an ALEA This presentation compares common reading local council member since starting her university assessments and considers how evidence from studies. these can be used to develop individualised targeted teaching. The remote learning context Thursday 8th July, 5.30pm - 5.55pm has brought into sharp focus the complexities of “Intellectually alive”: The role of cultural identifying and meeting the needs of learners who memory in the vitality of English teaching may not fit a typical learning development pattern in English teachers currently work in contexts shaped reading, particularly where levels of decoding and by compliance-oriented understandings of teacher comprehension are notably different. professionalism and where professional learning PRE-RECORDED is often determined by top-down measures. Presenter/s But it has not always been this way. This paper Andrea Lowe is a Victorian educator who is presents research from ‘The Cultural memory passionate about supporting the learning needs of of English teaching’ project, an intergenerational all students in all subjects. She has worked mainly dialogic inquiry into the professional biographies in upper primary, and greatly enjoys teaching of late career and retired English teachers students with challenging learning needs, especially in Victoria. Focussing on the professional undiagnosed ones. She currently works in the outer learning of the teachers involved, we found that suburbs of Melbourne, supporting teachers and intellectual engagement was central to sustaining schools to build their capacity to improve student professional development - what one participant learning outcomes. called being ‘intellectually alive’. This historical Robyn English works in schools in suburban perspective represents an important resource for Melbourne building capacity to bring about school conceptualising English teacher professionalism into improvement. She is a long-time ALEA member and the future. Locating English teacher professional is currently the reviews editor of PLEPY. Robyn’s aim identity with reference to these practice histories is to make all teachers and students as passionate can support English teachers interested in an about reading as she is herself. agentive professionalism in response to challenge and change. LIVE Thursday 8th July, 5.30pm - 6.20pm Presenter/s How can the 8 Ways of Learning framework alongside the Early Years Learning Framework Fleur Diamond is a lecturer in English and literacy be utilised in preschool to enhance education in the Faculty of Education, Monash connections, collaboration and contemporary University. She worked as a secondary English early childhood practices? teacher for 14 years prior to her work in teacher education. Her research interests include subject
69 English, literacies, and teachers’ work and lives. primary literacy and English curriculum, children’s Scott Bulfin is a senior lecturer in English literature, visual literacy and multimodality, and education at Monash University in the Faculty of student engagement. Education. His research focuses on new literacies, [email protected] the sociology of educational technology and Twitter - @Dr_jonc secondary English education. His latest book is Everyday schooling in the digital age. Thursday 8th July, 5.55pm - 6.20pm English teachers and COVID-19: How is Thursday 8th July, 5.30pm - 5.55pm knowledge and practice changing? Reading for pleasure practices in Australia The move to ‘remote’ schooling across Australian Taking up the challenge to investigate Reading for secondary schools in response to coronavirus Pleasure (RfP) approaches in the Australian ITE lockdowns has put considerable pressure on context, pilot study data was collected, examining English teachers. This paper reports on a study the reading practices of pre-service teachers (PST). of secondary English teachers in Victoria and This presentation will focus on the initial findings their experiences teaching English during remote emerging from the modelling of RfP pedagogic schooling in 2020 and 2021. We interviewed practices in the final year of an initial teacher teaches, both experienced and early career, from education degree. The qualitative data collected across government and independent schools, and includes a survey of knowledge about children’s gathered online records of teaching, in order to literature, and paired reading autobiographies. The understand how English teachers responded to findings reveal how reading for pleasure pedagogies challenges posed by COVID-19. Significant was stimulate PST learning about children’s literature how platform technologies and other material and during ITE, as well as inform their pedagogic social infrastructures both enabled and constrained rationales for teaching in their future classrooms. English teachers’ work. We argue that these LIVE changes to practice have implications for English teachers’ knowledge, their sense of themselves and Presenter/s their subject. Alyson Simpson is a Professor of Education in the LIVE Sydney School of Education and Social Work at Presenter/s the University of Sydney. She is a highly respected scholar in Australia and internationally in the field Dr Scott Bulfin is senior lecturer in English of literacy studies and teacher education serving education at Monash University in the Faculty of as a consultant to state and national education Education. His research focuses on new literacies, bodies across all sectors. She has rich international teachers’ work and the sociology of educational experience managing and collaborating in research technology. His latest book is ‘Everyday schooling in projects, conference presentations and publications the digital age’. with academics from around the world. She has Dr Fleur Diamond is a lecturer in English and worked for not-for-profit and peak professional literacy education at Monash University in the associations supporting improvements in children’s Faculty of Education. Her research focuses on literacy through creative teaching of reading with the life and work of English teachers, secondary children’s literature. English, and the literacies of new technologies. Jon Callow is an experienced academic, literacy educator and primary school teacher. He has Thursday 8th July, 5.55pm - 6.20pm worked in local public schools in Australia, as a Preparing for literacy education: Changing classroom teacher before moving into an academic perception of undergraduate teacher diversity career. Currently he works at the University of Focus on pedagogy surrounding the teaching of Sydney, and has recently been the Global Literacy phonics continues to crescendo into 2021. However department editor for the American journal The the fundamental requirement for teacher knowledge Reading Teacher. He regularly presents at state and sound auditory discrimination skills during the and national literacy conferences in Australia and teaching of phonics requires further consideration. internationally. His research interests include
70 This research investigated the existing knowledge and phonological skills of pre-service teachers Friday 9th July after the second year of undergraduate university tuition. It evaluated the effectiveness of a trial program using a responsive assessment model to Friday 9th July, 11.30am - 11.55am reinforce phonics knowledge and the phonological Informed orthographic practice: Implications skills of pre-service teachers. The findings indicate for phonics and spelling considerable knowledge growth but raised The Australian Curriculum: English makes it challenges as to how auditory discrimination skills clear that meaning is central to all language and may be extended in ‘hard wired’ adult learners. literacy learning. We will show how we use rich, The study highlights the need for higher education authentic texts to teach grapheme-phoneme institutions to differentiate for diverse cohorts of correspondences, and how word inquiry empowers undergraduate teachers and provides possible students to become strategic spellers. The focus pathways for harnessing the diverse literate will be on effective and efficient classroom practice, cultural capital of adult learners to build necessary using examples from many classrooms in which we phonological skills. have worked. LIVE LIVE Presenter/s Presenter/s Amelia Ruscoe is an experienced educator and Julie Shepherd is a classroom based independent leader in early childhood education in the School educational consultant and literacy coach. In of Education at Edith Cowan University with more her role, she works alongside teachers: planning, than 25 years in school and university settings modelling strategies and acting as mentor and across QLD, NSW and WA. Her primary field in critical friend. Julie has previously worked as a tertiary education is early childhood language and primary teacher and university lecturer and has literacy and she has been involved in a number also written several teacher reference texts. She of industry and university funded literacy projects has delivered professional learning sessions with investigating emergent writing and phonological teachers across Australia, as well as in Singapore, knowledge of pre-service teachers. Her doctoral China and South Korea. She has a particular research explores education discourse, multiplicity interest in spelling and travelled to France in 2016 of perspectives and affordances in early childhood to participate in a residential on orthography with education. a retired Cambridge professor. She has had Fiona Boylan is currently a lecturer in early a long involvement in ALEA as a member, local childhood studies in the School of Education council president, participant at conferences and at Edith Cowan University, Western Australia. professional learning events; and is the current Fiona has extensive experience teaching in early Victorian State Director. childhood settings. Her research interests centre on David Hornsby was with the Ministry of Education developing children’s non-cognitive skills to enhance in Victoria for 28 years and taught every year level. their learning capabilities and developing pre-service He was a curriculum consultant in primary and teachers’ knowledge and skills to effectively teach secondary schools and then returned to the primary language and literacy. classroom. He was principal of a school he loved Karen Nociti is a lecturer in early childhood for 5 years, and was awarded Teacher of the Year education and PhD candidate at Edith Cowan (Group Award). He is now working as a literacy University. Prior to this role, she was an early consultant and in teacher education. He has written childhood classroom teacher for almost 20 years. or co-authored many popular teacher reference Her primary field in tertiary education is language books and has worked with teachers in the United and literacy, with a particular interest in diverse States, the United Kingdom, China, Costa Rica, learners. Drawing from posthuman theories of Indonesia, Malta, New Zealand and Singapore. literacies and new materialisms, Karen’s PhD is exploring the concept of Place Literacies with particular attention to literacies emerging from place and children relations.
71 Friday 9th July, 11.30am - 11.55am provide her students with a variety of opportunities Embracing ambiguity: The impact of visual to creatively demonstrate their learning and values arts diaries on literacy outcomes the role that the arts plays across the curriculum. Louise is passionate about building a classroom The visual arts diary is a repository for inspiration, environment that supports students developing a research and concept development. To the visual love of reading as a lifelong endeavour. artist, the diary is a place where the seed of an idea is first noted down as a sketch, diagram or a sentence. What happens when children use Friday 9th July, 11.30am - 12.20pm a visual arts diary like an artist? A year three/four Multimodal text creation from Day 1. teaching team and an artist explored this idea to find There is a ‘strong relationship between children positive results in literacy and numeracy outcomes, creating texts which incorporate both visual and student engagement and flow state, the latter written elements and their ongoing ability to create named by psychologist Mihály Csíkszentmihályi after and interpret multimodal texts.’ (Mackenzie & observing how artists get absorbed in their work. Veresov, 2013). Contemporary writing incorporates Using the visual diaries as a key component of the a variety of traditional, digital, multimodal, and visual writing process, students were better equipped to literacy forms, although the written word remains extend their ideas into composing texts with agency key to most text forms. In this presentation I will and impact. As educators, we embrace the review research, but also share examples from attributes of the artist, particularly comfort with the contemporary classrooms that demonstrate how ambiguity of where the process will lead us. children can, and should, be supported to create LIVE multimodal texts from their very first day at school. Presenter/s PRE-RECORDED Isobel Short is a primary educator in the ACT Presenter/s Education Directorate and is currently teaching Associate Professor Noella Mackenzie is a kindergarten at Latham Primary School in Canberra. Senior ALEA fellow, current president of the Riverina She is passionate about using play based Murray ALEA local Council, an Adjunct Associate experiences to enhance learning and encouraging Professor in Literacy at Charles Sturt University, and students to think creatively. Isobel has previously an independent education consultant. Noella is an presented at ALEA conferences on topics such as experienced literacy teacher and researcher. Her digital text creation in the early years and using play research has largely focused on early writing and and shared experiences to further literacy skills. is informed by her ongoing work with classroom Dr Naomi Zouwer: An experienced arts educator, teachers. She has co-edited two books on writing, Naomi currently provides creative education written numerous invited chapters on early literacy, services at all levels, through the Creative- early writing and writing transitions, and been in-Residence program at Ainslie School, and published in research and professional journals sessional lecturing at the School of Art and Design, including Australian Journal of Language and Australian National University. Other recent work Literacy and Practical Literacy. includes designing and delivering programs with the National Museum of Australia, The Australian Catholic University, and the ACT Government. Friday 9th July, 11.30am - 12.20pm Naomi has developed and taught art programs for “Little Duckling Needs a Cookie”: English all levels, including preschool, primary, secondary literacy is more than print for young children and tertiary. She has specialised in developing This session will share research findings about the and delivering tailored art programs for cultural ways in which diverse six, seven, and eight-year- institutions, including the National Museum of olds (including students learning English as a new Australia, The National Arboretum and The National language) utilized digital drawings, oral language, Library of Australia. and written language to communicate meanings Louise Coombes: Louise is an early career about read alouds in a primary classroom. The educator who is currently teaching a year 3/4 presenter will share examples of multimodal class at Ainslie School in the ACT. She strives to ensembles that showcase the complex ways students selected modes to represent their
72 understanding of reading experiences (Kress & pedagogies, and teacher pedagogic identity. Deb is van Leeuwen, 2001). Implications for expanding the current co-editor of ALEA’s practitioner journal, printcentric practices will be discussed. Practical Literacy: the Early and Primary Years. PRE-RECORDED Presenter/s Friday 9th July, 11.55am - 12.20pm Sally Brown is Professor of Literacy Education The Rime of the Ancient Grammarian: at Georgia Southern University. She is the former Teaching some useful grammar while working co-editor of Talking Points, a National Council of with a classic poem Teachers of English journal. Her current research Challenge and change - a challenge for teachers projects focus on the use of digital tools to facilitate in relation to any curriculum/syllabus documents multimodal learning experiences for emergent is to fully understand and exploit them before the bilinguals. Her work has been published in journals system dictates, no doubt for what are perceived such as The Reading Teacher, Literacy Research to be good reasons, that the documents need and Instruction, and the European Early Childhood to change. The version of the F-10 Australian Education Research Journal. Curriculum: English in force when this abstract was written (i.e. before any changes resulting from the Friday 9th July, 11.55am - 12.20pm 2020-21 review) contains useful understandings about the grammar of English derived from systemic What can teachers’ language tell us about functional linguistics. These are mainly located in the changing nature of conceptions of the Language Strand. They develop the notion multimodality and multimodal text. that the grammar provides a range of options and This presentation showcases research that the choices that are made in the composition of addresses contemporary gaps in global literature texts will influence the types of meanings that are about the changing nature of teachers’ conceptions constructed. This presentation aims to demonstrate of multimodal texts. Literature suggests that the how aspects of grammar can be taught or revised language teachers use to describe and explain in context while considering some stanzas from multimodal texts is often saturated with talk of Part 1 of Coleridge’s poem ‘The Rime of the Ancient digital technological tools. With the introduction of Mariner’. multimodal texts within Australia’s English curriculum LIVE over a decade ago, it is timely to [re]investigate teachers’ use of conceptual language. Bernstein Presenter/s and Fairclough were used to underpin the study. We Garry Collins taught secondary English for 35 report on teachers’ conceptual language use related years, mainly in Queensland state high schools, to multimodal texts. This is important because but also on year-long exchanges in the US and central to this language use are pedagogic actions Canada. After leaving full-time teaching, he spent 8 that conceptualise ideas about how teaching and years as a part-time teacher educator, first at ACU learning with multimodal texts might be occurring. and then at The University of Queensland. A former LIVE president of both ETAQ and AATE, he is now retired Presenter/s but continues to serve on the ETAQ Management Committee and maintains an interest in things is a lecturer in the School of Dr Lynn Downes English. Education and Leadership at the Queensland University of Technology. Her research interests focus on language and linguistics, specifically taboo Friday 9th July, 12.30pm - 1.20pm linguistics, Critical Discourse Analysis and English Supporting students’ critical multimodal text teaching and learning in the primary school years. responses Lynn’s interests also include teaching and learning This presentation explores supporting students’ English as a second language. critical multimodal text responses. Higher order Dr Deb Brosseuk is a lecturer in the School of thinking is needed to decipher and construct Education and Social Work at the University of meaning using multiple grammar systems: visual Sydney. Her research interests span English, text and textual. Designing meaning in any productive production, children’s literature, interest-based mode of communication requires skills and
73 concepts that must be taught. Students are world. Writing in our middle and senior school asked to respond to social issues within a set text. experiences matter. This workshop explores some Engagement in Critical Literacy that explores social strategies that help give students greater control and emotional truths, which resonate in students’ over their syntax choices, including resources to lives, provokes disengaged readers to explore craft linguistically complex sentences and extended personal responses. Analysing language features responses using written language conventions. of a text without reference to personal meaning, Drawing from examples in the English and Science or without the analysis of visual meaning, is not subject areas, participants are encouraged to enough. explore ways they can explicitly engage with PRE-RECORDED grammar in the classroom to enhance the Presenter/s correlation between syntax and meaning success. PRE-RECORDED Lisa Yallamas has a Graduate Diploma of Education from Griffith University and a Bachelor of Presenter/s Arts from Queensland University. She has worked Ellen McGuigan is an early career teacher with as a contract teacher for eight years. a strong interest in supporting reflective practice and pedagogy. She has presented at ETAQ state conferences, and at multiple beginning teacher Friday 9th July, 12.30pm - 1.20pm forums. Ellen teaches across chemistry, English Planning for success and the humanities, and brings a unique lens to the Planning - a dreaded word for some many! That role of literacy, writing and the power of language. process students know they should do, but very Belinda Hampton is Head of Department for often don’t. That task teachers know they should English at Atherton State High School and has an support, but very often don’t know quite where to interest in curriculum policy, English syllabus reform start (or stop). Why is there such a barrier in this and literacy as a tool for empowerment. Belinda has stage of the writing and thinking process? And why presented at the national conference previously, should we think differently about it? The teenage several ETAQ state conferences and was awarded brain is a hotbed of synapses, with ideas fighting the Peter Botsman award for 2018. against each other for dominance, and not usually the ones you want them to focus on in class. This workshop aims to help teachers support students Friday 9th July, 12.30pm - 1.20pm to step through strategies to separate distractions Navigating the writing landscape in the middle from their writing in order to achieve success in years unseen writing tasks. Drawing on examples from Sustained writing across curriculum areas has the humanities and English, and across different year potential to improve literacy in the middle years. In levels, this writing approach makes visible steps a study of 14-16 year old girls in lower secondary successful writers use when they are planning school students were introduced to the strategy ABOUT planning. of using drawings to assist their brainstorming on PRE-RECORDED topical ideas that covered different curriculum areas. Presenter/s In a span of four months students appear to have improved the quality of their written essays. Cheyenne Trevor wears many hats including mother, teacher, celebrant, farmer and business PRE-RECORDED woman. She currently works with the team at Presenter/s Atherton State High School in North Queensland. Mutuota Kigotho has extensive experience teaching literacy to initial teacher education students Friday 9th July, 12.30pm - 1.20pm at the University of New England in NSW as well as teaching English and numeracy in Alice Springs. He Wired for words is an active member of ALEA and ETANSW. Get hard wired to syntax. Through the control of words, we help students to unlock their own representations of experiences, people, phenomenon, and ways of understanding their
74 Friday 9th July, 12.30pm - 1.20pm Creativity, Youth Culture and The Arts; Integrated Literacy and representation Arts and Education; and was a judge for the 2021 NSW Premier’s Literary Awards. All texts represent the world and they do so in ways specific to the text: a print-based text will represent Bilal Hafda runs creative writing workshops the world differently to a visual or a spoken text all across NSW. He works with schools and but every text remains an act of representation. community groups full-time, at the Story Factory, Understanding the ‘literacy’ of the text requires us facilitating and designing workshops to assist young to isolate the elements of text to explain the way the writers. He’s also a spoken-word artist. He has text has represented the world. What this reveals performed at TEDx in Sydney, and has featured is that image and sound add a necessary layer of at a number of slams, including the Bankstown consideration for teaching. This presentation will Poetry Slam, and the Enough Said Poetry Slam in look at how the concept of representation embraces Wollongong. the varieties of modes through which we represent the world. Friday 9th July, 12.55pm - 1.20pm PRE-RECORDED Kill the mockingbird and jettison Jasper? Presenter/s In at least one state, Jasper Jones is a frequent Mel Dixon is Education and Publications Officer for recommendation for use in English and often as a the ETANSW and edits the journal mETAphor. She complement to To Kill a Mockingbird (or vice versa). taught in NSW and Queensland schools for over 25 In this session, we will demonstrate the effect of years. centring texts and voices of Aboriginal and Torres Strait Islander authors instead. Participants will discuss how the three key concepts of Country/ Friday 9th July, 12.30pm - 12.55pm Place, People and Culture underpinning the Story Factory Year of Poetry: Student reading Aboriginal and Torres Strait Islander Histories and and panel Cultures cross curriculum priority (ACARA) can The Story Factory’s Year of Poetry program has be woven in culturally sensitive ways into English published over twenty collections of poetry. using the plethora of authentic resources and texts Students have gone on to win poetry prizes, be available. published in major journals, compete in poetry LIVE slams and lead their own writing workshops. During Presenter/s 2020, eleven students completed this intensive poetry program with the aim of writing, editing and Fiona Hornung is a First Nations Yidinji/Nadjon publishing individual chapbooks of their poems. descendant from her fathers’ country on the In this panel Bilal Hafda and Richard Short will Atherton Tablelands of Far North Queensland. introduce the program and lead a panel comprised She is also a First Nations Keinjan/Bigambul/ of three students. The students will share poems Kaambuwal/Bidjera descendant from her mother’s they have written and discuss how the program countries on the Darling Downs to the South West helped them to develop as writers. of Queensland. Fiona currently lives on First Nations LIVE Turrubal/Yagera countries - Brisbane Queensland, with her husband and two teenage children. Fiona Presenter/s has twenty-seven years of working within the Richard Short: Prior to joining the Story Factory, field of education, including working in education Richard taught at secondary schools in the western jurisdictions, government departments, universities, suburbs of Sydney, and in 2014 completed a and schools. She is currently studying a PhD in Master of Creative Writing. His first book of poetry Indigenous Knowledges. (written under the pseudonym Rico Craig), Bone Dr Lindsay Williams has ancestors from Scotland, Ink, won the 2017 Anne Elder Poetry Award, and England and Germany. He has been an educator for was shortlisted for the 2018 Kenneth Slessor Prize 38 years, working in state and independent schools, (NSW Premier’s Prize); his second collection Our universities, for government authorities and as a Tongues Are Songs will be published in 2021. freelance writer and literacy consultant. Of interest He has lectured in numerous courses including: for this session, he spent three years providing
75 advice and helping to develop resources for AustLit, M. (in press for 2021). Modelling paralanguage from including BlackWords. Lindsay is the current the perspective of Systemic Functional Semiotics: president of ETAQ, author of a chapter in The Artful Theory and application. London: UK: Bloomsburry. English Teacher and co-author of the Oxford series, Ngo, T., & Unsworth, L. (forthcoming). Digital English for Queensland. multimodal adaptations of children’s literature: Semiotic analyses and classroom applications: Routledge. Friday 9th July, 2.00pm - 2.25pm Thinking about how to teach English This session presents the idea that understanding Friday 9th July, 2.00pm - 2.50pm how to teach English requires teachers to observe Easy and engaged learning with narrative- learners’ behaviours closely while adjusting based digital games instruction in explicit ways. In a world that is mediated by digital content and LIVE interactivity, multimodal fluency is now the heart of Presenter/s contemporary literacy. Students are using digital media and videogames daily, so it makes sense : After 12 years teaching secondary Dr Carol Smith to build it into their classroom learning, plus it’s students English, and five years instructing primary fun! This session shows you how easy it is to use teachers in how to engage in strategic English narrative-based digital games to support and teaching, Carol pursued a PhD to better appreciate develop literacy skills in the primary classroom. how to deliver English instruction to preservice and PRE-RECORDED graduate teachers. Now, as a Lecturer in education at the University of the Sunshine Coast, where she Presenter/s is still learning, she coordinates courses in primary Kate Ficai is ACMI’s Education in Games and secondary English and provides instruction on Coordinator and is a Primary trained teacher. Kate intervention practices to undergraduates, graduates has held numerous roles with ACMI, ATOM and and practising teachers. Carol is the lead Australian Human Rights Arts & Film Festival. author of Literacy for the 21s Century and Associate Kate Matthews works as an ACMI Educator and Editor of Literacy Learning: the Middle Years. is an independent producer and screen educator. Currently, she is working on a literacy professional Her interests include participatory and collaborative development project for secondary teachers storytelling; and developing screen literacy to working with students who experience difficulty with facilitate screen practice. language and literacy.
Friday 9th July, 2.00pm - 2.50pm Friday 9th July, 2.00pm - 2.25pm Harnessing technology and literacy to Digitalised pedagogy for multimodal digital enhance intercultural understanding literature teaching Grace Oakley will discuss ways in which digital This paper presents an overview of the ‘grammar’ technologies and can be harnessed to support of films with a focus on moving image, voice quality literacy practices that enhance intercultural and music (Ngo et al., in press) before proposing understanding. In doing so, she will refer to her a digital-technology-assisted pedagogy designed own research on digital storybook exchanges specifically for teaching viewing of multimodal digital for language and cultural exchange and other literature (Ngo & Unsworth, forthcoming). possibilities for collaborative online intercultural LIVE learning for children in their primary years. Presenter/s PRE-RECORDED Dr Thu Ngo is lecturer in language and literacy at Presenter/s Australian Catholic University. Her current research Associate Professor Grace Oakley is a teacher interests are educational semiotics and multimodal educator and researcher at the Graduate School of digital literature. Her forthcoming co-authored Education, the University of Western Australia. Her books on the topics include: Ngo, T., Hood, S., research focuses on the use of digital technologies Martin, J. R., Painter, C., Smith, B., & Zappavigna, to enhance and transform literacy learning and practice.
76 Friday 9th July, 2.00pm - 2.50pm English classroom, starting in South Australia and Video making as critical digital literacy in finishing in Osaka. He continues a strong interest in primary schools cinema through his research with Curtin University. Paul has presented on film in the English classroom Collaborative video making enables students to at AATE conferences in all capital cities. A former experiment with language, sound and vision. It state and national president, Paul was conferred life requires complex negotiation and creative problem membership of AATE in 2019. solving as a group. Learning to curate, edit and manipulate video media empowers students as content creators and helps position them as Friday 9th July, 2.25pm - 2.50pm informed consumers of online messaging. This Bringing agency, passion, confidence and session reports on a series of pilot programs ownership back to writing in the primary and teacher professional development in the use classroom of videography in primary contexts. It combines Literacies and literacy practices are changing. both theoretical research and ideas for classroom But how is this shift being represented in primary practice. Supporting teachers to adopt creative school literacy programs? We believe that writers digital pedagogies firmly aligns with current need four qualities: passion for the content of conceptions of multimodality and accessible the writing, agency in being a writer, confidence language experiences for diverse learners. in sharing writing as meaningful communication, PRE-RECORDED and ownership of both the process and output of Presenter/s writing. In this presentation we want to provoke Natasha Beaumont is a teacher, researcher, and thought about how writing is being taught in primary PhD student at the University of Sydney’s School schools and open up possibilities for bringing third of Education and Social Work. She is also is a spaces and other worlds that reflect the situated specialist drama teacher with the Catholic Education lives of our students into classrooms. Office, and a teaching artist with School Drama at LIVE The Sydney Theatre Company. Natasha has served Presenter/s as a Vice-President for Drama NSW and on the Dr Edwin Creely is a lecturer in the Faculty of board of the Professional Teachers’ Council. She Education at Monash University. His research maintains her work as a professional actor and interests include literacy, creative writing, digital her research interests include creative pedagogy, pedagogy and technology, leadership and lifelong additional language learners, and digital media. learning. He has wide ranging experience in education from primary and secondary to tertiary Friday 9th July, 2.25pm - 2.50pm and adult education.Edwin’s research has a strong Two Minutes with Lola: Movement in film focus on innovation and creative practices, and developing new models and perspectives to How can we take movement, not visuals, as the educational research and practice. essential starting point for film study? Sure, in Run Lola Run, Lola is running but that is not all Dr Damien Lyons is a lecturer in literacy education that is moving: the camera, the background, the at Monash University. His research and teaching concepts, the situations are in movement and focuses on conceptualisations of literacy for there is movement between shots. Yet we assume effective 21st century participation, and pedagogical movement in our rush to account for patterns in the approaches most effective for active learning. frame. Beyond the obvious movements of bodies and objects, beyond even camera movement, how Friday 9th July, 3.00pm - 3.25pm can we use a nuanced notion of movement to open The language gap in Australian students’ writing up a film for analysis? We only need a couple of minutes of Lola’s time. Recent language research suggests that a major diversion in writing proficiency occurs at a very clear LIVE moment in time - the commencement of secondary Presenter/s school - and especially for boys. Interestingly, the Paul Sommer has retired after 30 years in the research does not show that the language gap
77 can or should be wholly addressed by student author voices. However, what happens when the agency and choice. Allowing a great deal of free existing school culture is resistant to change? What choice without also systematically and explicitly happens when staff feel ill-equipped to teach these teaching the skills of writing may have unintended concepts? During this presentation we will explore consequences, thereby widening the gap between how, through the creation of a vertical learning proficient and naive writers. It, therefore, suggests pathway, English teachers at our school have that explicit teaching of writing is critical to the created a curriculum that allows students to engage development of successful writers. with ideas that interest and challenge them. LIVE LIVE Presenter/s Presenter/s Anne Bayetto lectures in inclusive and specialised Elizabeth Little is a high school teacher and education at Flinders University where she teaches PhD student in children’slLiterature at Deakin undergraduate and postgraduate topics focused University, Melbourne, working on a project that on students who have literacy and numeracy utilises postfeminist theory to examine young adult difficulties. Since 1989 she has worked closely with fantasy literature. In 2018 she completed a Master’s SpeldSA as an academic mentor to its directors. research project analysing the role of gender and Anne has been a teacher in mainstream and sexuality in ‘A Court of Thorns and Roses’ (Maas special classes, an adaptive education teacher, 2015) and ‘The Bone Season’ (Shannon 2013). and a district-wide disability coordinator. Anne Elizabeth has a forthcoming book chapter titled was the founding member of the SA Education “Postfeminism and Sexuality in the Fiction of Sarah Department’s Learning Difficulties Support Team J Maas” due out this year. She is passionate about and has managed literacy and numeracy action literature education, sexuality and gender, and the research projects. She has been the reading girls who read young adult Literature. expert for the Principals as Literacy Leaders (PALL) Kendall Aglinskas is a secondary English program, offered in every state of Australia. Anne teacher and the Professional Practice Leader offers professional learning sessions for teachers, at Assumption College, Kilmore. In 2019 she leaders, and managers in education sectors across completed her Masters of Educational Leadership, Australia with a particular focus on using evidence- with her research project focusing on using data to based research to inform practical and sustainable develop collective teacher efficacy. Kendall is a VCE planning and programming. English assessor and works closely with the staff Dr Damon Thomas is a senior lecturer in English at her school to use data to improve their teaching education in the College of Arts, Law and Education practice. She is passionate about developing at the University of Tasmania. His research interests accessible and engaging English curriculum that include writing development and pedagogy, social encompasses diversity in text selection. semiotics, theories of persuasive communication, methods of assessment, and assessment literacy. Friday 9th July, 3.00pm - 3.50pm His undergraduate teaching focuses on theories of language and literacy, English curriculum, and Representations in literature: Diverse sexes, pedagogy. His research has appeared in journals genders and sexualities such as the British Educational Research Journal, This presentation aims to highlight the affordances Linguistics and Education, and Assessment & of texts for the purposes of equity, inclusion and Evaluation in Higher Education. socially just education with a focus on diverse sexes, genders and sexualities. The basis of the argument for inclusive literature is that diverse Friday 9th July, 3.00pm - 3.25pm genders and sexualities, and indeed people with Broadening your students’ horizon: Text diverse sex characteristics, are real people who selection in the diverse and changing world are in our communities and should not be silenced As English teachers we are in a unique position to and or excluded in schools. Education in Australia expose our students to a variety of ideas. We have is underpinned by values of equity and excellence the opportunity to challenge prejudice in the wider (Education Council, 2019) and teacher professional community and to introduce diverse character and standards uphold practices such as maintaining
78 student safety, curriculum knowledge, inclusivity course. In the past Kylie has contributed as a and effective communication (Australian Institute for consultant in the creation of school programs and in Teaching and School Leadership, 2017). The policy providing professional development to teachers and and professional standard contexts indicate the school leaders in the areas of literacy, pedagogy, necessity to include diverse genders and sexualities. assessment, and mentoring. Her research interests We choose books for our students to engage with include primary teachers’ understandings of the on a daily basis and in these books are messages teaching of children’s literature. Kylie’s current about genders and sexualities. By using inclusive projects include researching teachers’ use of literature, we can show representation, at least, of the English curriculum in Scotland, teachers’ diverse genders and sexualities for purposes of conceptions of comprehension and grammar in equity, inclusion and socially just education (Fraser, primary classrooms, and teachers’ understandings 2005, 2008). of multimodal texts. PRE-RECORDED Presenter/s Friday 9th July, 3.00pm - 3.50pm Dr Lisa van Leent is focused on socially just Moving towards genuine inclusivity in the education with an interest in diverse sexes, genders English classroom and sexualities. Her experience in critical literacies Whose voices are privileged in your classroom? and inclusive texts stems from years as a primary Whose are absent? In an increasingly diverse and school teacher, literacy coach and academic. interconnected world, it is more important than ever Dr Kelli McGraw is a Lecturer in the Faculty of to present students with a genuinely inclusive range Creative Industries, Education and Social Justice of texts in the English classroom - the classics are at QUT. Currently teaching secondary English no longer enough. curriculum, her prior experience includes teaching PRE-RECORDED high school English and debating in Southwest Presenter/s Sydney, NSW. Kelli researches the fields of secondary school curriculum, teacher identity, Emma Bennis is the Middle Years Program digital literacy and popular culture, presently Coordinator at Hunter Valley Grammar School, focusing on student agency and assessment, and NSW. The school is on an exciting journey to the use of project based learning in secondary become an IB Continuum School from K-12, and English. She is the Treasurer of the English Teachers with this comes the need to continually evaluate Association of Queensland and the 2020-2021 best practice in the classroom. Emma has a Editor of ‘English in Australia’. Masters degree in educational leadership and is studying a Graduate Certificate in Inclusive Education. She is passionate about leading fellow Friday 9th July, 3.00pm - 3.50pm educators towards genuinely student-centred Primary teachers’ dilemmas: Selecting and practice in all aspects of schooling. precluding children’s literature Classrooms are dilemmatic spaces were teachers Friday 9th July, 3.00pm - 3.50pm are continually making decisions about which texts A feminist reading of sexuality and femininity: are chosen, who chooses texts for their students, The challenges of navigating changing as well as the inherent complexities of decision- expectations of girlhood. making relating to the curriculum. This presentation will share Australian primary teachers’ accounts of Teenage girls are navigating a challenging and the complex criteria with which they make decisions changing cultural world. As they read novels, girls about the selection or preclusion of children’s are exposed to a variety of ideas that may then literature to be used in their classrooms. become a part of their own subjectivities. As part of a PhD research project, I conducted a book club PRE-RECORDED with girls at a high school in Melbourne. We read YA Presenter/s fantasy texts and discussed how they constructed Dr Kylie Bradfield is a lecturer in education at the female characters. My own feminist analysis of University of Stirling in Scotland, coordinating the the texts identified girl characters as maintaining literacy specialism in the Initial Teacher Education stereotypical positions. During Book Clubs, the
79 girls both resisted and endorsed these ideas. The and integrated courses in stimulating thinking and book clubs’ implications for teaching pedagogy are discussion around current world issues. It uses numerous. This presentation will suggest several several examples including my recently released ways to engage students in an active and critical dieselpunk ecoadventure, Pangea and Almost Back. reading of texts using various lenses that reflect the PRE-RECORDED challenging and changing world. Presenter/s PRE-RECORDED Dr Donald Henderson: I have taught secondary Presenter/s English for 38 years - mainly in South Australia, but Elizabeth Little is a high school teacher and also in Victoria, Northern Territory (Arnhem Land), PhD student in children’slLiterature at Deakin and Japan. After pursuing a passion for writing University, Melbourne, working on a project that in part time roles as the editor of the Tarcoola utilises postfeminist theory to examine young adult Times and as a sports writer for the Whyalla fantasy literature. In 2018 she completed a Master’s News, I published Half the Battle, my first YA research project analysing the role of gender and novel with Scholastic in 2006. This was followed sexuality in ‘A Court of Thorns and Roses’ (Maas by Keepinitreal (Scholastic, 2009) and Macbeth, 2015) and ‘The Bone Season’ (Shannon 2013). you Idiot! (Penguin, 2009). From 2013 to 2015 I Elizabeth has a forthcoming book chapter titled completed a PhD in Creative Writing and during “Postfeminism and Sexuality in the Fiction of Sarah this time also filled teaching roles at The University J Maas” due out this year. She is passionate about of Adelaide. My exegesis - ‘Creating Plausible and literature education, sexuality and gender, and the Playful Adventure Spaces for Young Adults’ is the girls who read young adult Literature. source of the ideas in my presentation proposal. Following my PhD I returned to my teaching role and the position of Senior Leader - English/HASS/ Friday 9th July, 3.00pm - 3.50pm Literacy. Early in 2021, I will publish my fourth novel, Unspun: Exploring how perspective works in Pangea and almost back, with Glass House Books. texts It is a time traveling, dieselpunk adventure with Does the Australian Curriculum for English in Years strong environmental themes. I have also taught 7 and 8 adequately prepare students for a post- writing in Malaysia while on an Asialink writing truth world? How do we help students to respond residency and in Canberra while on a May Gibbs to the assumptions and values that underpin world writing residency, views in texts? Using the English Textual Concepts developed in NSW, this presentation draws out how to enable students to explore perspective in several Friday 9th July, 3.00pm - 3.50pm print and multimodal texts. Engaging with autofiction: A new way to share PRE-RECORDED the personal and symbolic Presenter/s The twenty-first century has seen changes across the world that we need to respond to in personal is an Education Officer for the NSW Ann Small ways. In seeking to create a better world for our English Teachers Association. She is a sessional students where they can read critically, we as academic at Western Sydney University and an teachers need to remain students ourselves and experienced curriculum writer. continue to teach evolving writing forms that serve as a reflection of contemporary times. Autofiction Friday 9th July, 3.00pm - 3.50pm provides a space for students to cope with Design Worlds: Using ‘design fiction’ and share experiences or stories that might be to explore possible futures and actual traumatic. It has experienced increased popularity in responsibilities the English-speaking world as it enables stories of self to be shared through blending fiction, memoir, Design fiction’ is a term coined by dieselpunk author history and poetry. Bruce Sterling to describe science fiction that explores contemporary issues by projecting them PRE-RECORDED into imaginary worlds. This presentation explores Presenter/s the role design fiction can play in both English Holly Hershman is a former lawyer who grew up
80 on the tennis court. After being admitted to the preservice teacher and co-teacher agency. bar and practising law, Holly went on to become a Dr Linda-Dianne (Linda) Willis is Program political adviser, an environmental manager and a Director, Bachelor of Education, and Senior teacher. Holly lives with her husband, two young Lecturer, at Griffith University, Queensland. She boys and beloved rescue dog in Port Willunga, teaches Communication, English Education, and South Australia. If she is not helping students or Humanities and Social Sciences Education courses writing, Holly can be found down at the beach falling and researches in the areas of parent engagement, off her surfboard. She believes in sharing her love literacies across the curriculum, inquiry curriculum for reading and writing and is currently embarking and dialogic pedagogies. She is currently ALEA upon a PhD at Flinders University. Publications Director. Email: [email protected] Dr Helen Grimmett - Lecturer in Primary and Friday 9th July, 3.00pm - 3.50pm Creative Arts Education, Monash University Using high-quality children’s literature to Associate Professor Deborah Heck - Program enhance the professional capabilities of Coordinator - MEd, GCertEdu, GCertEduResearch, pre-service teachers: Exploring dialogical University of Sunshine Coast pedagogy through metalogue Student talk is central to both their literacy and Friday 9th July, 3.25pm - 3.50pm holistic development. The use of dialogic pedagogy Critically literate in a world of multimodal is a potentially powerful vehicle for enhanced texts: The challenge for our students. student literacy learning and enjoyment. This Students in today’s classrooms are inundated with presentation examines the practice of two teacher- multimodal texts. As texts become progressively educators working with their cohort of first-year pre- more multimodal, the need for students to not only service teachers in co-taught weekly workshops. comprehend these texts, but critically engage with It describes their purposeful collaboration on an them, has become increasingly important. This introductory primary English and literacy course. workshop explores the use of functional grammar Their goal was to build a strong learning community and an inquiry pedagogy to develop critical literacy through the use of high-quality children’s literature skills in students in primary school. Functional and the lived experience of shared read-alouds. grammar is explored as a powerful resource to Each picture book was carefully selected to illustrate develop students’ critical literacy skills in the primary course concepts. A feature of the educators’ school context. This workshop will share practical work was the use of co-generative dialoguing with ideas to develop students’ critical literacy through the pre-service teachers to entice, enliven and functional grammar. Workshop participants will enhance their engagement with course content engage in inquiry tasks and teaching ideas that and strengthen conceptual meaning-making. The can be transferred to the classroom context. This efficacy of this approach is informed by Matusov’s presentation shares initial findings from a project theory of ontologically-oriented dialogic pedagogy conducted for the completion of a MEPS at Griffith and explored through the educators’ extended University. metalogue which included two cross-institutional colleagues. LIVE PRE-RECORDED Presenter/s Presenter/s Libby Baker is a passionate literacy educator having presented on a range of literacy topics Mel Green is a PhD Candidate at the University at conferences and teacher professional of Queensland. She is an experienced primary developments. She has presented at local, state teacher, casual academic and literacy educator. Her and national events on functional grammar and areas of research include student engagement in using a contextualised approach to literacy. Libby reading for enjoyment, literacies, children’s literature has completed a Masters of Education focusing and pedagogy. Her current projects include a on literacy education and a Masters of Teacher cross-institutional collaboration to understand Librarianship through Queensland University of the processes of negotiating dialogic learning Technology. She is currently completing a Masters and teaching in higher education and exploring of Education (Research) through Griffith University.
81 Libby is a classroom teacher and teacher librarian improvement. She is a long-time ALEA member and in the ACT and works as a mentor across the state is currently the reviews editor of PLEPY. Robyn’s aim developing the capacity of her colleagues. is to make all teachers and students as passionate about reading as she is herself. Friday 9th July, 3.25pm - 3.50pm Andrea Lowe is a Victorian educator who is passionate about supporting the learning needs of The Problem of the Pronoun - Foundation to all students in all subjects. She has worked mainly Year 6 in upper primary, and greatly enjoys teaching Even though they are wee words and easy to read, students with challenging learning needs, especially pronouns make significant reading comprehension undiagnosed ones. She currently works in the outer demands. In this interactive online workshop, Beryl suburbs of Melbourne, supporting teachers and will share a seemingly simple text, and then lead schools to build their capacity to improve student participants to discover the confounding role of learning outcomes. pronouns. The focus will be on the pronoun types typical for the early years, pronoun references in Year 4 and the way pronouns are controlled Friday 9th July, 4.00pm - 4.30pm and omitted in Year 6. The pronouns that will be Children’s literature and literacy: Primary explored include personal pronouns, possessive teachers’ beliefs pronouns, interrogative pronouns and indefinite Teachers’ beliefs are complex but and are pronouns. Discussion will centre on what students recognised in a substantial amount of research need to be able to do with pronouns as readers and as influencing teaching decisions and practices. writers from Foundation to Year 6. Some researchers go so far as to say that teachers’ LIVE knowledge and their beliefs are the foundation for Presenter/s every teacher’s actions in their classroom. While some research has examined secondary English Professor Beryl Exley: Aside from being a very teachers’ beliefs, very little has focused on primary proud ALEA Life Member, Beryl Exley loves teaching teachers. This presentation presents research into grammar. She adopts a text-centred, student- primary teachers’ beliefs about the purpose of centred approach where author’s grammar choices teaching children’s literature, as well as their beliefs are something to be explored for the purpose of about their roles as teachers of children’s literature. enhancing students’ reading comprehension and writing precision. PRE-RECORDED Presenter/s Friday 9th July, 4.00pm - 4.30pm Dr Kylie Bradfield is a lecturer in education at the University of Stirling in Scotland, coordinating the Creating meaningful home reading for families literacy specialism in the Initial Teacher Education of year 3 - 6 students course. In the past Kylie has contributed as a This presentation shares the experiences of a consultant in the creation of school programs and in school research project aimed at supporting parents providing professional development to teachers and of students in years 3 to 6 as they engaged with school leaders in the areas of literacy, pedagogy, their children in discussion about home reading. assessment, and mentoring. Her research interests Weekly open ended, generic tasks that could be include primary teachers’ understandings of the widely applied to a range of texts were developed teaching of children’s literature. Kylie’s current and feedback was collected and analysed in order projects include researching teachers’ use of to adapt the tasks. The aim was to ensure that the English curriculum in Scotland, teachers’ discussions built comprehension and understanding conceptions of comprehension and grammar in of author craft rather than be homework ‘busy primary classrooms, and teachers’ understandings work’. of multimodal texts. PRE-RECORDED Presenter/s Robyn English works in schools in suburban Melbourne building capacity to bring about school
82 Friday 9th July, 4.00pm - 4.30pm to foster a deep knowledge of literacy amongst our NAPLAN writing: Getting it right teaching community and all teaching areas. Author and Seven Steps founder, Jen McVeity, along PRE-RECORDED with fellow authors Hazel Edwards (Hippopotamus Presenter/s on the Roof Eating Cake) and Susanne Gervay (I Camilla Cook is the foundational Head of Faculty am Jack), discuss the importance of ideation and for Humanities and Language Arts at MacKillop creativity that NAPLAN values. Catholic College, Mount Peter. She holds a Master For ideation, the three explore ideas books, thinking of Education, with a specialisation in leading and ‘what if’ and group brainstorming 10 ideas on the managing organisations. topic. They reveal planning strategies - including the Sarah Coleman is the foundational Associate Writing Graph and how to build tension and a strong Principal of Learning and Teaching at MacKillop ending. Catholic College, Mount Peter. She holds a Master Sizzling Starts techniques are shared. Plus, hear of Arts and is nearing the completion of a Master of how Jen planned and wrote this year’s NAPLAN Educational Leadership. prompt – and why she certainly won’t get full marks for spelling and punctuation! Friday 9th July, 4.30pm - 4.55pm PRE-RECORDED As leaders, how do we reach the level of Presenter/s embed? Jen McVeity: The author of 20 books and half a Leading sustainable change in schools can be million words of journalism, Jen McVeity is also the challenging, especially while dealing with ‘business founder of Seven Steps to Writing Success, the as usual’. This presentation will show how one largest educator of writing literacy in Australia. (Who school has successfully led, implemented and hasn’t heard of Sizzling Starts or Ban the Boring?) embedded the English Textual Concepts and A Churchill Fellow, runner-up Speaker of the Year, the positive effects this has had on learners, their Telstra Business Women’s finalist, and named five teachers and other faculties in the school. straight years on The Educator Hot List “ - well, LIVE now you know why they call her a human dynamo. Presenter/s In her spare time, Jen plays international beach volleyball and flies on circus trapeze for fun. Prue Gill is an Instructional Mentor in School Improvement for the ACT Department of Education. Hazel Edwards OAM is est known for the Prue has a masters degree from the University of children’s literature classic ‘There’s a Hippopotamus Illinois and the University of Canberra and is AITSL on Our Roof Eating Cake’ series, Hazel writes for lead teacher certified. In 2013, she was the recipient children, teenagers and adults and has over 200 of the ACT Public Schools Secondary Teacher of books published. the Year Award. Prue also serves on the ACTATE OAM is the author of the ‘I Am Susanne Gervay executive. Jack’ series which are rites-of-passage books works as a consultant, coach and focusing on school bullying and reaching both Rita van Haren mentor in schools, focusing on English, literacy, adults and children. The first instalment has been curriculum, pedagogy, blended learning and digital adapted into a play by the award-winning Monkey tools. She has masters degrees in curriculum from Baa Theatre. RMIT and ‘New Learning’ from the University of Illinois. She served on the Australian Association Friday 9th July, 4.00pm - 4.30pm for the Teaching of English (AATE) national council Building a culture of literacy: The story of a for 9 years, is an AATE life member, and is foundational school. currently treasurer and executive officer of the ACT Writing is a prerequisite of our students’ future. Data Association for the Teaching of English (ACTATE). shows that literacy is intrinsically linked to student well-being and future success and is a necessity for all pathways, both traditional and non-traditional. A key priority for the development of our college is
83 Friday 9th July, 4.30pm - 5.20pm Friday 9th July, 4.55pm - 5.20pm 2021 ALEA National Leadership Workshop led Championing learning to read through by Mandy-Jane Quinn and Jantiena Batt cogenerative dialogue and communities of The 2021 ALEA National Leadership Workshop practice provides local council members an opportunity to This interactive presentation provides opportunities meet and network with ther ALEA national council to practise and reflect on our understandings of and local council leaders, share ideas and activities cogenerative dialogue and communities of practice their local councils have planned, work together to enable professional learning and effective reading on common challenges to leading a local council, instruction. Regardless of curriculum reforms and learn about National Council projects and initiatives high stakes assessments, we believe teachers such as the new website, and build local councils’ working together is an efficient way to ensure capacity to lead literacy learning and teaching and classrooms are “grounded in research into how support educators in your region. young children learn to read” (Masters, 2020, p. 99). Facilitators Learning is an active process for learners, students and teachers, and this workshop provides prompts Mandy-Jane Quinn and examples that we hope will lead to short Jantiena Batt cogenerative dialogues within our session, which have the potential to be actively taken back into Friday 9th July, 4.30pm - 5.20pm schools by participants. We see many applications The sophisticated literacy practitioner and the of cogenerative dialogue for ensuring a balanced global pandemic approach to using evidence-based practices Although some positive regard for teachers and in classrooms for reading, which include BOTH teaching is evidenced in some studies, the negative decoding and comprehension instruction. Scenario portrayals in the media garner more attention. These examples provide models of how participants can negative discourses situate teachers as a problem begin, and continue, these important discussions and teaching as a deficit practice which positions with teachers in their schools. teachers as the reason behind poor student LIVE performance. This presentation highlights teacher Presenter/s practice by literacy teachers which oppose the Dr Gail Brown conducted her doctoral research ‘problem teacher’ discourse. Seven early years and from 1999 to 2002, using a quasi-experimental, primary school teachers were interviewed about pretest-posttest design across 2 years and 3 their perceptions of multimodal texts. A Foucauldian schools. Since receiving her PhD in 2004, Gail lens and Fairclough’s approach to Critical Discourse has lectured at several universities part-time, Analysis (CDA) were used as lens and analysis including designing and teaching Research method. The findings indicate these teachers to Methods internationally (University of Monaco, be sophisticated practitioners in their planning and 2005) and within the Masters in Special Education practice during the COVID19 pandemic, despite at The University of Newcastle. Her educational the institutional barriers and extreme disruptions consultancy work has included informal action- they experienced. The constructed societal research projects in schools, extending her doctoral discourse around the ‘problem teacher’ needs to be intervention in schools in Newcastle, Sydney and addressed and adjusted. rural New South Wales. Gail has presented this PRE-RECORDED research within Australia and internationally at The Presenter/s Scientific Studies of Reading and International Lynn Downes is a lecturer in the School of Literacy Association conferences. Education and Leadership at the Queensland Dr Linda-Dianne (Linda) Willis is Program University of Technology. Her research interests Director, Bachelor of Education, and Senior focus on language and linguistics, specifically taboo Lecturer, at Griffith University, Queensland. She linguistics, Critical Discourse Analysis and English teaches Communication, English Education, and teaching and learning in the primary school years. Humanities and Social Sciences Education courses Lynn’s interests also include teaching and learning and researches in the areas of parent engagement, English as a second language. literacies across the curriculum, inquiry curriculum
84 and dialogic pedagogies. She is currently ALEA in Queensland. She has had a decade of loving Publications Director. Email: [email protected] education across private, public and university Dr Carl Leonard is program co-coordinator of the sectors and is passionate about progress and doing Master of Special and Inclusive Education Program things differently. responsible for managing a mutli-million-dollar scholarship program with the Victorian Department of Education and member of the UoN Academic Excellence Team. Previously, 27 years in schools, mostly in leadership and/or consultancy positions. 19 years lecturing in the postgraduate programs at UoN. Email: [email protected]
Friday 9th July, 4.55pm - 5.20pm Giving students THEIR voice Developing students individual authorial voice in the middle phase is a necessary focus for making strong senior students, and, more importantly, confident people. LIVE Presenter/s Rose Whittingham is Head of Department, English and Literacy at Hervey Bay State High School
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In this multi-award- Sheppard pulls Told by his son, this Mel and Shell takes Being a queer, winning long-form no punches is the true story of kids back into the disabled teenager poem, a young and challenges Mecak Ajang Alaak, classrooms of the with chronic Aboriginal girl is expectations in his the teacher who led 1970s, when pop pain comes with taken from her award-winning, 20,000 Sudanese group ABBA ruled challenges. Can family and sent honest and lost boys out of the airwaves, roller Maisie make it to an institution. unflinching novel conflict and into skating was cool through Fancon There, in the face of about three young a Kenyan refugee and Australian without falling tragedy, she finds men growing up camp. history was taught over, falling in love strength in new gay in an insular from a single or accidentally friendships. rural community. perspective. inspiring anyone?
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CONTINUITY AND CHANGE
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This immersive living history series explores familiar historic periods and events through the eyes of children who lived through them. Each episode reveals an incredible true story of a resilient and courageous child from the past, and challenges modern-day children to emulate their experiences. Through these participants’ firsthand experiences, students learn what their lives would have been like in a different era. Are You Tougher than Your Ancestors? is available to download from the ACTF Shop now.
ARE YOU TOUGHER THAN YOUR ANCESTORS? TEACHING TOOLKIT
The Are You Tougher than Your Ancestors? Teaching Toolkit is a History resource for Foundation to Year 6 teachers and students, with selected episodes and learning tasks relating to the key understandings and inquiry skills outlined in the HASS curriculum. The collaborative and hands-on tasks in this resource will help students learn about life in the past and encourage them to engage with the history of their local area.
MY PLACE COMPETITION
Last year, 3000 students from around Australia shared their thoughts, observations and experiences of the national lockdown through our creative writing competition. The My Place Competition returns for 2021 in Term Three, with entries open from 16 August – 17 September. Subscribe to our eNews and follow us on social media for updates!
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Level 3, 145 Smith Street, Fitzroy VIC 3065 T 03 9200 5500 E [email protected] actf.com.au 87 Digital Posters Available any time throughout the Conference
A critical semiotic investigation of Asian Presenter/s stereotypes in the short film Bao: Implications Markus Munday: she moved to Townsville in for classroom practice 2018, where she taught at both State and Catholic This presentation will share a detailed analysis of the Schools. In 2021, she moved from Townsville short award-winning film Bao. A semiotic analysis of back to Brisbane and is now a 6th year teacher image, gesture and sound shows how characters at Woodcrest State College. While teaching full are portrayed in fictional settings. We explore how time, she has been completing her Masters of stereotypes are produced through multimodal Educational Studies, focusing on inclusive education ensembles. We also share a critical literacy stance and leadership. of what it means to be Asian in mutlimodal texts such as this Disney/Pixar short film. Empowering English educators in the age of Presenter/s clickbait Dr Georgina Barton is a professor of literacies and Has English teaching really changed that much? pedagogy at the University of Southern Queensland, Should we change it more? Often our newsfeeds Brisbane, Australia. She is the Associate Head of and professional discussions are filled with frantic School - Research and teaches English and literacy posts about the stresses of adapting to new digital education courses. Before being an academic, teaching contexts, or grappling with changing Georgina taught in schools for over 20 years and technologies. The changing patterns of information has been an acting principal, and a lead teacher consumption and dissemination present many in the area of literacy. Georgina also has extensive more exciting opportunities than challenges to experience in teaching the arts in schools and the contemporary teacher of English. Embracing universities and uses the arts to support students’ new literary forms and communication platforms literacy learning outcomes. She has over 120 can energise our teaching when carefully curated. publications in the areas of the arts and literacy Heather has sketched a few successful classroom including a book titled: Developing Literacy and the strategies to empower students’ composition skills Arts in Schools. in the age of clickbait. Nathan Lowien is a Lecturer in English Curriculum Presenter/s and Pedagogy at the University of Southern Heather Kroll is an experienced high school Queensland, Springfield, Queensland. For over English teacher who has taught all skill levels over 10 years Nathan has been a classroom teacher a 30 year career. Her teaching passions range and literacy educator in schools. His research and from engaging struggling learners in Stages 4 & 5 publications are in the area of educational semiotics to the Stage 6 English Extension courses. Heather and systemic functional linguistics. Nathan has an regularly contributes to NSW ETA and other interest in multimodality and videogames. His PhD professional publications, and presents at state and research involves the semiotic representation of international English conferences and student days values in videogames. such as the NSW ETA/ AATE/IFTE ‘If’ Conference 2020. Orthographic inquiry Orthographic inquiry is a contemporary approach The Abigail Effect to teaching students about spelling. It focuses on In Arthur Miller’s ‘The Crucible’, Abigail Williams the etymology (the study of the origin of words), leads a collective of young girls to use their phonology (the study of sounds) and morphology position and authority to spread fear and gossip in (the study of forming words). Students will begin to Salem. Queensland recently began implementing explore that words are made up of a prefix, base a system of external exams, confirmation, and element and a suffix.
88 endorsement in senior schooling. In this crucible, Not your usual novel study teachers responded in a variety of ways, including Screen time and technology access were major at times with anxiety, rumours and (dare we say) concerns for our shift to online learning. We hysteria. The Abigail Effect describes this response delivered a novel study for an amazing Australian to a moment in time in curriculum reform, and novel that relied on voice, imagery and relationships. the possible consequences. It is a lesson in how We worked to ensure students engaged closely we can support teachers in times of change with a novel without spending hours alone and on through informed professionalism and collective screens. empowerment. Presenter/s Presenter/s John Cole is a middle school team leader in Belinda Hampton is Head of Department of Canberra where he works with a wonderful and English at Atherton State High School in North creative team who are passionate about putting Queensland. great books in the hands of young people. Cathy Campbell is the Head of Department at Atherton State High School for LOTE, Business and Ninggi Warrguu revisited Humanities. Ninggi Warrguu’ - These two words were printed is a nationaly accredited Lead Carly Sopronick on the bag that I received at the 2005 ALEA/AATE Teacher who currently works at Pimlico State High conference in Canberra. These two foreign words School in Townsville, Queensland. immediately challenged my thinking . ‘Ninggu Warrguu’ I repeated. I had taught in Yolngu country Making connections: Exploring the complexity and live on Kaurna land yet I had never heard these of the secondary-tertiary nexus in English words before. Fortunately the bag included the The teaching and learning of English continues to translation - Look and ask why? By the end of the change significantly at both secondary and tertiary conference I had read those words many times. levels. This poster and short presentation will focus Conversations with other participants were sparked on points of connection and disconnection and by the other words on that bag “Nurturing inquiring challenges in sustaining communication across Minds” and my favourite “Capitalising on Curiosity”. the nexus. We will discuss our experiences of this I was surrounded by other curious participants intersection and gesture toward ways to foster with a mutual desire to learn and a willingness and support robust and meaningful, respectful to explore new ideas. Our conversations led us relationships across multiple nodes in this nexus. to wonder ‘How far could we progress along the Presenter/s literacy continuum simply by noticing printed words in our environment and challenging ourselves to is Associate Professor of Victoria Kuttainen understand the message that the print conveyed. English and Writing at James Cook University and As we begin the 2021 ALEA-AATE conference I find has been engaged in the North Queensland chapter myself drawn once again to a few salient words. of ETAQ for several years. Since 2018, A/Prof Challenge and Change. Once again two words had Kuttainen and Dr Hansen have been investigating sparked my curiosity. I was immediately engaged . the area of the secondary-tertiary nexus and in There was still more to learn. July 2021 are coordinating with Professors Larissa Presenter/s McLean-Davies and Philip Mead the teaching and learning stream of the Australian Literary Studies Alison Henderson has had 35 years as an early Convention. childhood educator and holds a Bachelor in Special Education. She has taught English in Japan and Dr Claire Hansen is a Lecturer in English and Writing at James Cook University and presented Gapuwiyak community school Arnhem Land as well a keynote at the 2019 ETAQ Conference. Since as homeschooling her 2 children in Malaysia and 2018, A/Prof Victoria Kuttainen and Dr Hansen Arnhem Land. She is the creator of The Curious have been investigating the area of the secondary- Bear and Lifelinkscurriculum. tertiary nexus and in July 2021 are coordinating with Professors Larissa McLean-Davies and Philip Mead the teaching and learning stream of the Australian Literary Studies Convention.
89 Innovative poetry teaching: Introducing ‘Video Writing wellbeing: Poem Forest prize and tree Poetry’ planting In this presentation we will share a range of top Write a poem - plant a tree! POEM FOREST is a free entries from Queensland Poetry Festival’s inaugural nature writing prize that literally breathes life back ‘Video Poetry’ competition. We will delve into the into the natural world that sustains us. Created by judging criteria and suggest curriculum connections Red Room Poetry, in partnership with The Australian to build your confidence in using video poetry as an Botanic Garden, POEM FOREST deepens our assessment type for English or literacy education. connection with nature by inviting students and Our presenters will also share two poetry workshop teachers to create and publish poems inspired by exercises that can be used immediately in the the natural environment. For every poem received a classroom, with time provided for individual writing. tree will be planted to help heal habitats and create You will leave this presentation with practical ideas a POEM FOREST for future generations. Judged for teaching and assessing poetry, as well as a by Bruce Pascoe and featuring new First Nations draft poem to consider turning into a video poetry writing and reflections, POEM FOREST offers free competition entry of your own. learning resources to support literacy development, Presenter/s sustainability, wellbeing, publication opportunities and deepened connections between place, plants Michael Peterson and people. All nature poems will be published and Zenobia Frost be in the running for $5000 worth of prizes. Presenter/s How preservice teachers teach English in a Tamryn Bennett is a poet and Artistic Director virtual world 3D platform during COVID of Red Room Poetry. She has developed national A group of researchers from Griffith University in poetic initiatives like Poetry Month and leads Poem Queensland turned the lens onto teacher education Forest to explore tangible connections between and posed the question “how might preservice environmental writing and action. Tamryn is the teachers enlist technologies into service of author and editor of two poetry collections and pedagogy for school@home experiences valued in co-creator of the Plant Symphony with international the Australian Curriculum English learning area?” residencies and exhibitions. To this end, we invited three third year Bachelor of Education secondary major preservice teachers to Writing is a key competence that children use the iSee virtual world 3D platform to imagine, must master (UNESCO, 2017) plan and deliver school@home experiences that In the current rush to ensure that reading is taught enhanced the central remit of the Australian with approaches reflecting a back-to-basics agenda Curriculum English. We used an exploratory the teaching of writing appears to have dropped off research framework to document how their school@ the literacy instruction priority list in some schools. home experiences supported the overarching tenets This is despite the NAPLAN evidence that suggests of the Australian Curriculum: English learning area, writing is an area of concern for Australian students, that is “individuals learn to analyse, understand, particularly boys, and the research suggests that communicate and build relationships with others writing may be taking over reading as the skill and with the world around them” (ACARA, 2020). of critical consequence (Brandt, 2015). In this In this presentation, Beryl will share lesson highlights presentation I will provide the evidence teachers and some learnings about English teaching in a need to maintain the teaching of writing as a priority virtual world 3D platform. in their literacy program. Presenter/s Presenter/s Professor Beryl Exley: Aside from being a very is a proud ALEA Life Member, Beryl Exley loves teaching Associate Professor Noella Mackenzie Senior ALEA fellow, current president of the Riverina grammar. She adopts a text-centred, student- Murray ALEA local Council, an Adjunct Associate centred approach where author’s grammar choices Professor in Literacy at Charles Sturt University, and are something to be explored for the purpose of an independent education consultant. Noella is an enhancing students’ reading comprehension and experienced literacy teacher and researcher. Her writing precision.
90 research has largely focused on early writing and Presenter/s is informed by her ongoing work with classroom Dr Gail Brown: conducted her doctoral research teachers. She has co-edited two books on writing, from 1999 to 2002, using a quasi-experimental, written numerous invited chapters on early literacy, pretest-posttest design across 2 years and 3 early writing and writing transitions, and been schools. Since receiving her PhD in 2004, Gail published in research and professional journals has lectured at several universities part-time, including Australian Journal of Language and including designing and teaching Research Literacy and Practical Literacy. Methods internationally (University of Monaco, 2005) and within the Masters in Special Education Analysis, no fear at The University of Newcastle. Her educational consultancy work has included informal action- By expanding students’ knowledge of the cognitive research projects in schools, extending her doctoral verbs and what they actually mean, we are able to intervention in schools in Newcastle, Sydney and expand their analysis of a text. rural New South Wales. Gail has presented this Presenter/s research within Australia and internationally at The Madeleine Stark is a Teacher of English and Scientific Studies of Reading and International Humanities, including History, Geography and Legal Literacy Association conferences. Studies. After graduating from QUT in 2015, she Dr Carl Leonard is program co-coordinator of the then started her career in Bowen. From Bowen Master of Special and Inclusive Education Program she moved to Townsville in 2018, where she taught responsible for managing a mutli-million-dollar at both State and Catholic Schools. In 2021, she scholarship program with the Victorian Department moved from Townsville back to Brisbane and is of Education and member of the UoN Academic now a 6th year teacher at Woodcrest State College. Excellence Team. Previously, 27 years in schools, While teaching full time, she has been completing mostly in leadership and/or consultancy positions. her Masters of Educational Studies, focusing on 19 years lecturing in the postgraduate programs at inclusive education and leadership. UoN. Email: [email protected] Dr Linda-Dianne (Linda) Willis is Program Early reading assessment for learning: Director, Bachelor of Education, and Senior evidence from decoding and comprehension Lecturer, at Griffith University, Queensland. She This presentation provides participants with teaches Communication, English Education, and opportunities to reflect on their early reading Humanities and Social Sciences Education courses assessments, and by extension, all reading and researches in the areas of parent engagement, assessments and potential links to classroom literacies across the curriculum, inquiry curriculum reading instruction. A new early reading screening and dialogic pedagogies. She is currently ALEA tool was designed and validated in hospital settings Publications Director. Email: [email protected] with preschoolers and their parents (Hutton et al., 2021). Our presentation documents a partial Art Write Light: Writing, art and digital replication study extending use of this tool, with galleries other standardised reading measures and a The Art Write Light program is a unique blend of curriculum-based measure of oral comprehension. writing, visual arts and digital media. During 2020, As well, our study extends past research by as part of Story Factory workshops, over 150 administering these measures in preschools, tutorial students created written responses to the work of settings and schools; and adopts an inclusive visual artist Ernest Aaron. The aim of the project approach, including students with additional was for students to creatively respond to the work needs. Our goals are to validate these measures of artists, and for this interaction to enrich their with Australian children and, as Assessment for approach to writing. The project culminated in an Learning, to provide potential directions for early online digital gallery sharing the written and visual intervention in decoding and comprehension for components of the project. This presentation will early reading instruction. Our study has potential to share resources and discuss the challenges and be extended widely through teacher professional surprises of working in the digital realm during 2020. learning, collaboration and working with parents
91 Presenter/s thinking tool to improve literacy. Richard Short: Prior to joining the Story Factory, Presenter/s Richard taught at secondary schools in the western Prue Gill is an Instructional Mentor in School suburbs of Sydney, and in 2014 completed a Improvement for the ACT Education Directorate. Master of Creative Writing. His first book of poetry Prue has a masters degree from the University of (written under the pseudonym Rico Craig), Bone Illinois and the University of Canberra and is AITSL Ink, won the 2017 Anne Elder Poetry Award, and lead teacher certified. In 2013, she was the recipient was shortlisted for the 2018 Kenneth Slessor Prize of the ACT Public Schools Secondary Teacher of (NSW Premier’s Prize); his second collection Our the Year Award. Prue also serves on the ACTATE Tongues Are Songs will be published in 2021. executive. He has lectured in numerous courses including: Jordan Windley is a classroom teacher at Mount Creativity, Youth Culture and The Arts; Integrated Stromlo High School and a member of the ACTATE Arts and Education; and was a judge for the 2021 Executive. His interest in the English Textual NSW Premier’s Literary Awards. Concepts flourished after being a part of the original ETANSW research project in 2017. In line with On Demand Plus his passion for exploring new ways of teaching, On Demand Plus is a new, online program that Jordan’s current project is the Buunji Birrang gives primary educators access to a catalogue of Program - a multi-year level humanities program for detailed, multi-week units of work that use literacy Aboriginal and Torres Strait Islander students. and drama strategies to teach curriculum areas in Brianne Carrigy: Following a highly rewarding the F-6 Australian curriculum. The digital program experience teaching English as an additional has been developed in association with Professor language to international students, Brianne Emerita Robyn Ewing, AM. With an On Demand completed a Master of Teaching at the University Plus subscription teachers are able to access a of Canberra in 2018. Brianne has been working complete unit of work with weekly lesson plans with the English Textual Concepts since 2019. She and instructional videos led by ATYP Teaching was the ACT New Educator of 2020 and is on the Artists, giving teachers confidence in teaching the ACTATE executive. strategies. Presenter/s Jacqui Cowell is the Head of Learning at Australian Theatre for Young People. She has vast experience as an Education Manager and Drama Educator. Jacqui has created and managed Education and Youth programs for Bell Shakespeare, NIDA and AFTRS, developing and implementing live and digital education programs. She was the Education Projects Manager at Sydney Theatre Company which included being a teaching artist on the School Drama program. At ATYP, Jacqui has created a drama and literacy program ATYP On Demand Plus, a national digital education program for primary schools. Jacqui is also an experienced teacher, having taught Drama and English in Sydney schools for 15 years.
The power of talk Improving students’ literacy is an area many schools across Australia are focussing on. Often our interventions focus on writing and reading, but not many emphasise the importance of talk as a
92 JACARANDA ENGLISH
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A CONCEPT-BASED, SKILLS-FOCUSED APPROACH Unique in our approach, students will explore key concepts and big ideas to build their essential English skills, helping them succeed in senior years and beyond.
CREATING REAL CONNECTIONS Diverse writing samples by Australian students and teachers are perfect for analysis, inspiration and editing practice, and help students make important connections with their own English experience. Discussion Panels
Wednesday 7 July, 11.30am – 12.30pm Day 1 Panel Discussion: Culturally sustaining pedagogies This panel will feature a discussion of culturally sustaining pedagogies as a concept and educational movement, as well as offer information and advice about practices that fall under the umbrellas of culturally ‘relevant’, ‘responsive’, and ‘sustaining’ pedagogies. Chair: Associate Professor Stewart Riddle Invited Speakers: Professor Fenice Boyd, Dr Melitta Hogarth, Professor Amy Seely Flint
Thursday 8 July, 11.30am – 12.30pm Day 2 Panel Discussion: Language in the Australian Curriculum This panel will feature a discussion of debates about and potential changes in the language strand of the Australian Curriculum for English. Panellists will offer their perspectives on the notion of teaching ‘language’ as a strand of content in English. Their discussion will provide ideas for teaching as well as illuminate some key tensions in the field. Chair: Professor Beryl Exley Invited Speakers: Adjunct Associate Professor Mary Macken-Horarik, Dr Lindsay Williams
Friday 9 July, 11.30am – 12.30pm Day 3 Panel Discussion: Diverse Voices in Australian Literature This panel will feature a discussion of how different identities and cultures are represented in Australian literature (including poetry). Panellists will offer their perspectives as authors on the current trends in Australian literature and share their experiences of having their own work featured in prescribed text lists for senior English. Their discussion will illuminate the role that both the literary industry and education systems play in foregrounding/backgrounding various Australian voices. Chair: Anne Wood Invited Speakers: Dr Benjamin Law, Ellen van Neerven
94 education sciences an Open Access Journal by MDPI
Children’s Literature Education: Building Inclusive Literacy Practices
Guest Editor: Message from the Guest Editor Prof. Dr. Alyson Simpson Faculty of Arts & Social Sciences, This is a Call for Papers for a Special Issue of a journal titled University of Sydney, NSW, 2006, Children’s Literature Education: building inclusive literacy Australia practices. [see QR code for link to more information on [email protected] the web] Research has shown that inclusive practices can challenge the Matthew Effect (Stanovich, 1986) and broker success for children with low educational capital (Ellis & Smith, Deadline for 2017; Hempel-Jorgensen et al, 2018). The focus of this special manuscript submissions: issue addresses how children’s literature can support human 31 January 2022 rights and social justice. It is informed by the Children’s Rights to Read campaign that was launched by the ILA in 2018 with the goal of taking “a bold advocacy stance for children and youth worldwide” literacyworldwide.org/rightstoread From access to choice to the need for support from government agencies, the 10 principles in the Rights to Read capture the drive behind why we need strong pedagogies for literacy education that are grounded in children’s literature. In 2016, the European Literacy Policy Network (ELINET) identified 11 conditions that could influence the context within which literacy could be developed more successfully (European Declaration of the Right to Literacy, 2016). Condition 11 states, policy-makers, professionals, parents and communities need to work together for equitable access and support for all children to read well and for pleasure. Therefore, submissions are welcome from researchers who work in schools, in teacher education, or other education communities. mdpi.com/si/32110 SpecialIssue Social Program
Wednesday 7 July 11.00 am - 11.05 am Conference Trivia 11.00 am - 11.30 am Virtual Tea and Cake 11.00 am – 11.30 am Virtual speed networking 4.00 pm – 4.30 pm Entertainment Experts in a Room: Rob Pensalfaini, Angela, Peita, Slammed Jason Klarwein, Grin and Tonic Red Room Poetry, David Stavanger 4.00 pm – 4.30 pm Open informal chat room 4.30 pm – 5.30 pm Virtual Wine & Cheese: Kahoot Quiz 6.30 pm – 7.00 pm Virtual cocktail hour: Slammed Poetry Red Room Poetry Thursday 8 July 11.00 am - 11.05 am Conference Trivia 11.00 am - 11.30 am Virtual Tea and Cake 11.00 am – 11.30 am Virtual speed networking 4.00 pm – 4.30 pm Open informal chat room 4.30 pm – 5.20 pm Digital Buddies: Dr Victoria Kuttainen and Carla Wells 4.30 pm – 5.30 pm Virtual Wine & Cheese: Kahoot Quiz 4.30 pm – 5.30 pm Academic Experts in a Room: Professor Beryl Exley Dr Kylie Bradfield 4.30 pm – 5.30 pm Charlie Thomson and Rob Pensalfini 6.30 pm – 7.00 pm Virtual cocktail hour: Grin and Tonic
Friday 9 July 11.00 am - 11.05 am Conference Trivia 11.00 am - 11.30 am Virtual Tea and Cake 11.00 am – 11.30 am Virtual speed networking 3.00 pm – 3.50 pm Kahoot Quiz, with virtual tea and cake 4.00 pm – 4.30 pm Book Club 4.00 pm – 4.30 pm Open informal chat room 7.00 pm onwards: Local friendship dinners (check your local ETA or ALEA Local Council for events, or create your own).
96 At Oxford, we're here to support you every step of the way Expertly designed resources to inspire teaching and learning
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@OxfordAustralia Web: oup.com.au/help blog.oup.com.au oup.com.au 97 Virtual Treasure Hunt
During the conference be sure to visit our Virtual Exhibition Hall and investigate our sponsor websites as well. Our wonderful sponsors and online exhibitors have generously donated prizes for delegates who visit their displays. Visit the exhibits via the Conference Livesite Page dropdown links during the conference and answer the questions. Once submitted, delegates will go into the draw for prizes. To participate, see the clues and record answers here: Virtual Treasure Hunt entry quiz Final entries are due by 2pm on Friday 9 July. Draws for individual exhibits will be pre-drawn for announcing on Friday in Session 8 (5.30-6.30pm). All complete entries will be added for the Major Prize Draw which will be drawn live in this same session. Prizes will be posted to winners in the coming fortnight.
98 Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl BluebackBRINGING The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My PlaceOUR Who Sank the Boat?STORIES Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black INTOCockatoo The 7 Stages YOUR of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow,CLASSROOM When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once My Place Who Sank the Boat? Follow the Rabbit-Proof Fence Are We There Yet? Black Cockatoo The 7 Stages of Grieving Little Brother The Little Refugee Tomorrow, When the War Began The Rabbits Welcome to Country Young Dark Emu Don’t Call Me Ishmael Sorry Day Stolen Girl Blueback The Rainbow Serpent Big Rain Coming Mad Magpie Once
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99 Awards
AATE Life Membership Award: Raymond Misson To be presented Thursday 8th July, 9.30 am An extract from Ray Misson’s Life Membership Award citation. To read the full citation please visit www.aate.org.au/about-us/life-member-and-award-citations Following work in English departments at the University of Melbourne and the University of Sydney, Ray Misson’s contribution to initial English teacher education began in earnest in 1974 at the State College of Victoria. His contribution to teacher education has extended beyond the initial teacher education space. As well as being an invited speaker at state conferences in every state and territory, and with a long history of presenting practical sessions across multiple professional development contexts, Ray was invited by ETAWA in 2002 to deliver the Garth Boomer address, ‘The origins of literacies: How the fittest will survive’, where he explored the complex relationship between English literacy and education for a globalised world. Professor Catherine Beavis (AATE Life member) says of Ray’s ‘profound influence’ on English teaching in Australia that it has had a deep impact on the way teachers at all levels have thought about texts, literature, popular culture and reading. His impact is the product of a ‘highly scholarly, ethical, enquiring mind, mixed with deep respect for teachers.’ Ray’s contribution to the profession has extended into the curriculum space and is most evident in the development of the VCE in Victoria in the late 80s and early 90s. Ray was the chair of the Text Selection Committee and argued for the need to include a wider range of texts to be studied in the revised English course, even if that meant a list of sixty texts. And popular texts were to be included on that list. Raymond Briggs’ graphic novel When the Wind Blows was one such text. A media controversy ensued with charges of ‘dumbing down the curriculum’. A ‘comic book’ given equal status with a Shakespeare play! Ray’s impact on research and theory regarding critical literacy and English teaching has been influential across the globe. A sign of the reach of his work is that Critical literacy and the aesthetic: Transforming the English classroom, co–authored with Wendy Morgan, was published by the American English teaching association, NCTE, and continues to be a source of reference for leading academics internationally.
ALEA Medal To be presented Friday 9th July, 9.30 am
100
International Time Conversions
All conference scheduling is based on AEST – Australian Eastern Standard Time Time conversions indicative only. Please check your time zone.
BRISBANE NZ LA * NY* UK* SING PERTH 9.30 AM 11.30 AM 4.30 PM 7.30 PM 12.30 am 7.30 am 7.30 am 11.30 AM 1.30 PM 6.30 PM 9.30 PM 2.30 am 9.30 am 9.30 am 2.00 PM 4.00 PM 9.00 PM 12.00 AM 5.00 am 12.00 pm 12.00 pm 4.30 PM 6.30 PM 11.30Landscapes PM 2.30 AM of Learning7.30 am 2.30 pm 2.30 pm Landscapes of Learning 7.00 PMIn times of9.00 rapid PM change, 2.00we are AM faced with5.00 honouring AM what10.00 has come am before,5.00 being pm mindful 5.00of the pm present In times of rapid change, we are faced with honouring what has come before, being mindful of the present and how to prepare for future possibilities. With expanding landscapes of literacy, language and literature, and how to prepare for future possibilities. With expanding landscapes of literacy, language and literature, educators are tasked with adapting and contextualising teaching and learning to connect with the diverse educators are tasked with adapting and contextualising teaching and learning to connect with the diverse *LA isminds 17 hours and behind hearts ofBrisbane our learners. Our landscapes shape, influence and thread together stories of rich minds and hearts of our learners. Our landscapes shape, influence and thread together stories of rich *NY isliteracy 14 hours experiences, behind Brisbane cultivating growth. They provide unique perspectives and pathways that drive literacy experiences, cultivating growth. They provide unique perspectives and pathways that drive st st *UK isinnovation 9 hours behind and Brisbanecreative thinking for learning in the 21 century that is research and evidence aligned, innovation and creative thinking for learning in the 21 century that is research and evidence aligned, culturally responsive and create rich, genuine futures for our learners. culturally responsive and create rich, genuine futures for our learners.
Hearts: encouraging Minds: innovative pedagogy Stories: social and Hearts: encouraging Minds: innovative pedagogy Stories: social and connection through to engage and support emotional growth through connection through to engage and support emotional growth through communication changing learners the sharing of experiences communication changing learners the sharing of experiences Next aatealeaconference Year’s Conferencewww.englishliteracyconference.com.au aatealeaconf aatealeaconference www.englishliteracyconference.com.au aatealeaconf
Landscapes of Learning Landscapes of Learning In times of rapid change, we are faced with honouring what has come before, being mindful of the present In times of rapid change, we are faced with honouring what has come before, being mindful of the present and how to prepare for future possibilities. With expanding landscapes of literacy, language and literature, and how to prepare for future possibilities. With expanding landscapes of literacy, language and literature, educators are tasked with adapting and contextualising teaching and learning to connect with the diverse educators are tasked with adapting and contextualising teaching and learning to connect with the diverse minds and hearts of our learners. Our landscapes shape, influence and thread together stories of rich minds and hearts of our learners. Our landscapes shape, influence and thread together stories of rich literacy experiences, cultivating growth. They provide unique perspectives and pathways that drive literacy experiences, cultivating growth. They provide unique perspectives and pathways that drive innovation and creative thinking for learning in the 21st century that is research and evidence aligned, innovation and creative thinking for learning in the 21st century that is research and evidence aligned, culturally responsive and create rich, genuine futures for our learners. culturally responsive and create rich, genuine futures for our learners.
Hearts: encouraging Minds: innovative pedagogy Stories: social and Hearts: encouraging Minds: innovative pedagogy Stories: social and connection through to engage and support emotional growth through connection through to engage and support emotional growth through communication changing learners the sharing of experiences communication changing learners the sharing of experiences
aatealeaconference www.englishliteracyconference.com.au aatealeaconf aatealeaconference www.englishliteracyconference.com.au aatealeaconf
102 Exhibitors
Please take some time during the conference to browse the Virtual Exhibition Hall. As well as some great resources and information available, there are many special offers and competitions exclusive to delegates. Don’t forget to join in our Virtual Treasure Hunt!
AATE ALEA Indigenous Literacy Jacaranda Foundation
Modern Teaching Nelson Oxford University PETAA Aids Press
Reading Australia Riverbend Books Walker Books Official Conference Bookseller
Thank you to our Partners
Jacaranda Education Sciences Fremantle Press Lost in Books Digital Program Partner Digital Program Partner Digital Program Partner Digital Program Partner & Pen Sponsor
103 Contacts
Please contact the AATE/ALEA National Conference office for all enquiries
Wendy Rush [email protected] Jared van Abkoude [email protected] Freephone (Australia) 1800 248 379 P | +61 8 8332 2845 E | [email protected]
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