Printer Friendly

Editorial.

Welcome to the October edition of AJLL. The issue comprises a variety of articles that report on literacy research in early childhood, primary and tertiary settings.

In the first article 'Revisiting Rosenblatt's Aesthetic Response Through The Arrival' Sylvia Pantaleo revisits Rosenblatt's transactional theory of reading and shows how instruction around visual elements of art and design can facilitate students aesthetic responses to text. The following two articles report on research around new technologies in primary classrooms. Lisa Kervin, Irina Verenikina, Pauline Jones and Olivea Beath report on a study that investigated the synergies between literacy, technology and classroom practice. Using Activity Theory as a framework they present data from 213 teacher surveys related to their use of and engagement with new technologies. In the next article, 'Touching, tapping ... thinking? Examining the dynamic materiality of touch pad devices for literacy learning', Maureen Walsh and Alyson Simpson present data from an ongoing international study on Year 5 students using iPads alongside print based texts in their literacy lessons. The fourth article continues this theme of new technologies. In her article 'Early Childhood Designs for Multiliteracies Learning', Sandra Hesterman reports on five case studies and illustrates how teacher pedagogy impacts on the quality of children's Multiliteracies learning experiences. In particular she found a Reggio-inspired teaching approach as best supporting the 'Early Years Learning Framework' outcomes and Multiliteracies learning. In the fifth article, 'Social Semiotics and Literacy: A case study about the social meanings constructed by Ads of a children's magazine', Flaviane Faria Carvalho contributes to studies on literacy and multimodality from the theoretical perspective of social semiotics and the methodological framework of visual grammar. In particular her work emphasises the importance of adopting a visual grammar in educational contexts, in order to analyse and understand the meanings engendered in the process of visual representation and communication in advertising. Moving from the schooling to tertiary education in our final article, 'Supporting pre-service teachers' academic literacy development', Elizabeth Walker and He An-e, discuss effective practices for supporting student teachers' development of academic literacy within a discipline.

We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.

COPYRIGHT 2013 Australian Literacy Educators' Association
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2013 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Rennie, Jennifer
Publication:Australian Journal of Language and Literacy
Article Type:Editorial
Geographic Code:8AUST
Date:Oct 1, 2013
Words:359
Previous Article:Everyday practices of teachers of English: a survey at the outset of national curriculum implementation.
Next Article:Revisiting Rosenblatt's aesthetic response through The Arrival.
Topics:

Terms of use | Privacy policy | Copyright © 2018 Farlex, Inc. | Feedback | For webmasters