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Language and Learning in Distance Education Edith Cowan University Research Online ECU Publications Pre. 2011 1995 Literacy at a distance: language and learning in distance education William Louden Judith Rivalland Follow this and additional works at: https://ro.ecu.edu.au/ecuworks Part of the Online and Distance Education Commons Louden, W., & Rivalland, J. (1995). Literacy at a distance : language and learning in distance education. Perth, Australia: Edith Cowan University. This Report is posted at Research Online. https://ro.ecu.edu.au/ecuworks/7123 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. Youe ar reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. AJA . WILLIAM LOUDEN AND JUDITH RIVALLAND LITERACY AT A DISTANCE LANGUAGE AND LEARNING IN DISTANCE EDUCATION LITERACY AT A DISTANCE LANGUAGE AND LEARNING IN DISTANCE EDUCATION WILLIAM LOUDEN and JUDITH RIVALLAND EDITH COWAN UNIVERSITY PERTH WESTERN AUSTRALIA Australian Language, & Literacy Policy National Child Literacy Project 5 1994-95 Advisory Committee: Julie Bowden (Education Department of WA) Barbara Comber (University of South Australia) Jon Cook (Education Department·of Western Australia) Pauline McCarthy (Open Access College, South Australia) Marion Meiers (Australian Literacy Federation) Helen Newland (Isolated Children's Parents Association) Jan Rodgers (WA Council of State Schools Organisations) Perelle Scales (Language & Literacy Branch, DEET) Gail Taylor (Distance Education Centre, Western Australia) Anne Walter (Targeted Programs Branch, DEET) Copies of this report are available from: William Louden and Judith Rivalland School of Language Education Edith Cowan University, Churchlands WA 6018 ISBN 0-7298-0201-9 © Commonwealth of Australia 1995. This Report may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of 1:he source and the authors and that it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the written permission of the Department of Employment, Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Assistant Secretary, Targeted Programs Branch, Department of Employment, Education and Training, GPO Box 9880, Canberra City, ACT 2601. Funding assistance for this research project was provided by the Department of Employment Education and Training under the Australian Language and Literacy Policy. CONTENTS Acknowledgments ................................................................................................. vii A Guide To The Reader .......................................................................................... .ix Executive Summary ................................................................................................. xi Introduction............................................................................................................... 1 Part 1 .......................................................................................................................... 7 Chapter 1 Overview .............................................................................................................. 9 Chapter 2 Family Literacy Practices ................................................................................... 19 Chapter 3 Texts and Tasks .................................................................................................. 31 Chapter4 Technology ......................................................................................................... 53 Chapter 5 Supervision ......................................................................................................... 67 Part 2 ........................................................................................................................ 93 Chapter 6 Literacy And Learning ...................................................................................... 95 Chapter 7 Case Study 1: Owen Abrahams ...................................................................... 113 Chapter 8 Case Study 2: Emily Baker .............................................................................. 131 Chapter 9 Case Study 3: Justin Beard .............................................................................. 151 v Chapter 10 Case Study 4: Peta Cameron ........................................................................... 171 Chapterll Case Study 5: James Camisa ........................................................................... 189 Chapter12 Case Study 6: David Cooke ............................................................................ 199 Chapter 13 Case Study 7: Christopher Daniels ......... ;...................................................... 219 Chapter 14 Case Study 8: Sophie Dansie .......................................................................... 237 Chapter 15 Case Study 9: William Douglas ...................................................................... 255 Chapter 16 Case Study 10: Shaun Jacobs .......................................................................... 273 Case Study 11: Greg Jacobs ............................................................................. 273 Chapter 17 Case Study 12: Daphne Jekich ........................................................................ 297 Chapter 18 Case Study 13: Stephanie Kelly ...................................................................... 311 Chapter 19 Case Study 14: Troy Proctor ........................................................................... 325 Chapter20 Case Study 15: Miranda Rourke ..................................................................... 343 References .............................................................................................................. 362 vi ACKNOWLEDGMENTS This project was funded as a Children's Literacy National Project under the Australian Language and Literacy Policy administered by the Commonwealth Department of Employment, Education and Training. We are particularly grateful to the staff of the Language and Literacy section and Equity section of the Department for their help and advice during the period of the research. We have benefited from the advice of all the members of our Advisory Committee and we thank them particularly for their encouragement and support. The principals and teachers of the five Western Australian schools of the air and the Distance Education Centre were particularly helpful in assisting us with the survey of literacy and learning survey and the case study field work. In many cases, distance education staff were also the first point of contact with the case study families. Our greatest debt is to the families-parents and children-who welcomed us into their homes and school rooms. This research would have been impossible without their generosity and tolerance. It has been a pleasure to work with them and we have been privileged to share in the richness of their lives. We are especially grateful to Dr Amanda Blackmore and Mrs Helen House who provided invaluable research assistance on this project. Amanda Blackmore designed the literacy and learning survey and analysed the data. Helen House conducted a number of the case studies. She also organised our field work, managed the complexities of contact with schools and families, and managed the production of the final report. The project would not have been completed without her cheerful, energetic and independent contribution. Melissa White quickly and efficiently transcribed hundreds of hours of audio­ tape. Parents and teachers kindly gave permission for us to publish the case studies having read them, but our interpretations and deductions from these studies ate not necessarily shared by them. Nor do views expressed in this Report necessarily represent the views of the Commonwealth Department of Employment, Education and Training. William Louden Judith Rivalland Perth, April 1995 vii A GUIDE TO THE READER This report provides a descriptive account of the language and learning practices of distance education students in the middle years of their schooling. Data for the report include a language and learning survey and a set of fifteen narrative case studies which describe the literacy practices of students and their families. The report is divided into two parts. Part 1 provides an overview of the interpretations the researchers have made from their data collection and analysis. Part 1 includes an Executive Summary
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