DEC Scan Journal : Volume 33 Issue 2
2014 Volume 33, Issue 2 18 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews References and further reading Aboriginal Knowledge and Practice Centre, 2013, 8 Aboriginal ways of learning, 8-ways, accessed 7 April 2014. Berg, P. 2014, Six word stories accessed 8 April 2014. Bertoli, B. 2012, ‘ How one teacher turned sixth grade into an MMO’, Kotaku Australia, accessed 8 April 2014. Birrel, N . 2010 ‘GAME ON! for role play’, Australian Teacher Magazine, accessed 4 September 2013. Finch, M. 2012, ‘About Matt’, Books and adventures, accessed 8 April 2014. Finch, M.2013, ‘Show me the awesome: immersive play in the 21st century library’, Books and Adventures, accessed 9 April 2014. Hewes, B. 2012, ‘Using archetypes to match learning spaces with physical and digital spaces’, Bianca Hewes, accessed April 8 2014. Kane, P.2014, The play ethic, accessed 8 April 2014. Katherine Susannah Pritchard Writers’ Centre. 2014, ‘ Write-a-book-in-a -day,’ Write-a -Book-In-A-Day, accessed 8 April 2014. Kroski, E.2013, ‘A librarian’s guide to makerspaces: 16 resources’. OEDB.org, accessed 8 April 2014. NSW Department of Education and Communities, 2013, NSW Department of Education and Communities: Literacy, accessed 8 April 2014. Redgie, R . 2014, The literacy shed, accessed 8 April 2014. Spaces for Knowledge Generation Project Team, 2013, Spaces for knowledge generation, accessed 8 April 2014. Syba Academy, 2013, Syba Academy, accessed 9 April 2014. Thornberg, D.R . 2004, ‘Campfires in cyberspace: primordial metaphors for learning in the 21st century’, International Journal of Instructional Technology & Distance Education, accessed 8 April 2014 Vukovic, R. 2013, ‘ Being game to be engaging pays off’, Australian Teacher Magazine, accessed 4 September 2013. SMITH Magazine, 2014, ‘Six-word memoirs of the day’, SMITHTEENS, accessed 8 April 2014 Responses to all events from staff and students were overwhelmingly positive. The activities we did with students with a range of abilities created interest and were great preparation for the high engagement activities organised by our reader in residence, which you will read about in a follow up article. This article will also evaluate the initial impact of the program using a range of quantitative and qualitative measures, although it will be some time before the full impact of the program can be seen. The challenge now is to maintain this program and the level of excitement it has created in our school.
Volume 33 Issue 3
2014 Issue 1