Academic journal article Australian Journal of Language and Literacy

Editorial Introduction

Academic journal article Australian Journal of Language and Literacy

Editorial Introduction

Article excerpt

This issue of the Australian Journal of Language and Literacy starts 2006 with articles directed to all spheres of our readership. Primary, middle school and secondary classroom teachers, teacher educators, and researchers should find all articles of relevance to their field and at least one article of specific interest.

Multiliteracies are the major topic of three of our articles, reflecting a shift in literacy teaching across all spheres. Jon Callow in his article 'Images, politics and multiliteracies: Using a visual metalanguage' describes how a Year 6 class tackled the topic of democracy through the study and production of a range of written, visual and multimodal texts. Through this unit students used a visual metalanguage to make critical interpretations of the works. The resulting understandings of the topic and the texts make fascinating reading for those working in classrooms. Callow provides the readers with an accessible method of translating theoretical understandings into meaningful classroom literacy practices.

Maureen Walsh in 'The "textual shift": Examining the reading process with print, visual and multimodal texts' continues this approach in analysing the different reading 'skills' required when using different texts (print narrative, picture book and website). Her analysis shows the similarity of approach to meaning making and interpretation across the texts and the differences in affordance and purpose. This article could be of great use to classroom practitioners just beginning to move into the use of the complete range of texts available to today's readers.

Teachers, teacher educators and researchers will find much to reflect upon in Julie Hamston's 'Pathways to multiliteracies: Student teachers' critical reflections on a multimodal text'. …

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