DEC Scan Journal : May 2013
Volume 32, May 2013 37 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews Storytelling in Flickr by Alan Levine The range of web texts is enormous; original literature created for the web, adaptations and transformations of classic texts, self-expression in Yo uTu b e videos and blogs, news and opinion via a multitude of versions and modes, long or short form, and so on. This requires us to be fairly nimble about using, talking about and analysing such a wide range of texts whose structures and form evolve at incredible speed. To be able to use such dynamic and original (and free) texts in the classroom is challenging but wonderful at the same time. the Learning across the curriculum areas in which text requirements include the selection of texts that must give students experience of: • intercultural experiences • insights into Aboriginal experiences in Australia • the peoples and cultures of Asia • aspects of environmental and social sustainability. The same familiar thinking applies in Stages 4 and 5. Door detail in Busan, South Korea by Bridget Coila Achieving outcomes It is very clear that quality texts, either literature or everyday and community texts that are appropriate to the needs, interests and abilities of the students, should be chosen in order to serve a course designed around the achievement of outcomes. After all, we do not teach texts. We teach the concepts, skills and thinking of English that is manifest in the aims, rationale, content and outcomes of the syllabus. Texts are the vehicles that enable, illustrate, exemplify and articulate the knowledge, understanding, skills, values and attitudes of the syllabus. To be challenged and enjoy encounters with texts and literature is an expectation and a right of all students. Alice’s adventures in Wonderland by Toronto Public Library The three a main types of texts referred to in the syllabus are persuasive, imaginative and informative. This reflects a more contemporary way of categorising texts given the multi-text, multimodal and multi-purpose digital and print texts which defy inclusion into narrowly defined text-types. Of course, this also reflects the close links between NAPLAN and the Australian Curriculum. The inclusion of digital texts in the text requirements list, and the strong representation of explicit content, such as the ways web and digital technologies influence language use and shape meaning (EN4-5C) and explore real and imagined (including virtual) worlds (EN5-1A), certainly brings the syllabus into the present. We should be considering apps as texts, the navigation of a website as part of the text’s structure and the ways in which digital texts can be read and comprehended. Students are also called through the content to blog, design digital texts and presentations, share responses in digital contexts and reflect on the ethical implications of modern communication technologies. To my mind, this is probably the most exciting opportunity the refreshed and updated syllabus has to offer. It is possible to include digital texts — imaginative, persuasive or informative — in most units of work. To be challenged and enjoy encounters with texts and literature is an expectation and a right of all students.