This document appears to be a research project proposal submitted by Justin Cole for a Masters in Literacy program. The proposal explores the difference between teachers' and students' personal literacy practices outside of school and the effect this has on student engagement. Cole plans to conduct interviews and surveys of teachers and students at an inner-city primary school to examine how teachers are less familiar with the visual and digital texts that students engage with daily and how this impacts student motivation. The proposal includes an introduction providing background on changing literacy practices with new technologies, a literature review, methodology, and plans for data analysis and recommendations.

1. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
Comparison
of
teacher
and
student
personal
literacy
practices
and
the
effect
these
have
on
student
engagement.
Mr.
Justin
Cole
&
Dr.
Pam
Macintyre

2. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
2
Table of Contents
Page Number
Abstract 3
Introduction and background 4
Literature review 9
Methodology 19
Results, Analysis & Discussion 26
Findings & recommendations 49
References 56
Appendix 59

3. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
3
Abstract
This
research
project
inquires
into
the
text
based
practices
of
teachers
and
students
outside
of
school
hours.
The
research
exposed
a
fundamental
difference
between
the
text
based
practices
of
the
two
participant
groups
and
inquired
into
the
effects
this
has
on
the
motivation
of
students.
This
study
presents
a
small
scale,
qualitative
research
methodology
involving
both
teacher
and
student
participants
from
an
inner
city,
government
primary
school.
This
paper
reports
and
analyses
interview
and
survey
data,
finding
that
while
students
are
daily
producers
of
visual
text,
teachers’
text
production
is
limited
to
written
text.
The
research
also
shows
that
in
spite
of
their
knowledge
of
what
engages
students,
teachers
feel
more
confident
teaching
the
texts
they
are
most
familiar
with.
The
findings
of
this
report
include
three
recommendations
to
improve
the
development
of
teacher
capacity
to
engage
with
and
use
a
critical
literacy
approach
to
teaching
using
multiliteracies.

4. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
4
Introduction
The
creation
of
the
Koenig
steam
powered
printing
press
in
1814
revolutionised
the
way
that
people
accessed
and
communicated
ideas.
It
was
the
beginning
of
the
mass-­‐production
of
print
based
text
and
the
invention
that
allowed
for
the
rapid
spread
of
information
among
the
masses.
It
changed
the
ease
and
modes
of
communication.
We
are
currently
in
the
midst
of
our
own
literacy
revolution;
not
the
invention
of
a
machine
but
the
technical
changes
to
the
Internet
that
allowed
for
web
2.0
applications
and
sites
to
flourish.
Web2.0
meant
a
change
from
passive
viewing
of
content
online
to
the
collaborative,
virtual
communities
that
web2.0
applications
allowed.
It
gave
rise
to
social
media
such
as
Facebook
and
platforms
such
as
Wikipedia
for
developing
crowd
sourced
knowledge.
For
the
everyday
person
it
has
revolutionised
the
way
we
communicate
and
the
ease
at
which
we
can
produce
multimedia
content
and
communicate
to
a
worldwide
audience.
The
ease
of
multimedia
production
has
magnified
the
volume
and
importance
of
visual
communication
to
this
new
society.
Applications
like
Instagram
and
Pinterest
trade
purely
on
the
visual.
So
in
this
era
of
change,
I
wonder
whether
schooling
was
changing
too?
As
a
teacher,
my
greatest
pleasures
come
from
the
times
when
I
am
able
to
read
with
the
students
and
to
scaffold
the
blossoming
of
their
burgeoning

5. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
5
understanding
of
how
multimodal
texts
work.
I
was
always
keen
to
draw
on
my
previous
photography
qualification
and
begin
critical
analysis
of
media
imagery
as
well
as
the
visual
within
print
based
text.
Like
all
reflective
practitioners
I
also
enjoyed
discussions
with
colleagues
about
the
successes
I
was
having
and
the
areas
for
improvement
I
felt
were
needed
in
my
practice.
Yet
when
I
engaged
in
professional
discourse
with
my
peers
I
was
always
struck
by
how
few
teachers
were
able
to
engage
in
productive
conversation
around
multimodal
text
for
children.
When
I
did
find
a
colleague
that
showed
a
willingness
to
engage
in
children’s
text
based
practices
I
was
further
stung
by
the
narrow
definition
of
what
a
text
can
constitute
and
the
critical
way
text
practices
can
be
taught.
And
so
the
“seed”
for
my
research
was
planted.
I
was
driven
by
the
positive
experiences
I
was
having
using
critical
literacy
theories
to
inform
my
pedagogical
practice
and
through
embedding
web
2.0
tools
such
as
blogs
and
wikis
into
my
class
literacy
planning.
Conversely,
I
was
driven
by
the
frustratingly
negative
experiences
my
peers
were
having
attempting
to
engage
with
and
embed
contemporary
multimodal
texts
into
their
classroom.
(Lankshear
&
Knobel,
2004)

6. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
6
However
it
was
not
just
personal
motivation
that
drove
my
questioning;
our
school
level
data
was
demonstrating
negative
trends
on
measures
of
student
engagement
as
well
as
measures
around
various
English
achievement
standards.
I
felt
that
the
problems
I
was
experiencing
with
my
colleagues
was
in
some
way
responsible
for
these
results
and
I
was
hoping
to
find
out
how?
These
experiences
and
thoughts
led
me
to
ask
these
questions
for
inquiry,
questions
that
would
guide
the
research
contained
in
this
paper.
• What
text
types
do
teachers
and
students
frequently
engage
in
outside
of
the
school
environment?
• Is
there
room
for
private
literacy
practices
in
the
school
setting?
• Do
teachers
utilise
their
own
text
practices
to
support
student
learning
and
engagement?
• What
assumptions
do
teachers
make
about
the
Literacy
practices
of
students?
• How
do
teachers
define
‘text’
for
use
in
their
classrooms?
• How
frequently
are
non-­‐traditional
text
types
brought
into
classrooms?
• What
are
student’s
attitudes
to
traditional
literacy
education?
This
research
paper
will
begin
with
a
literature
review
of
the
current
research
that
already
exists
around
the
key
themes
of
student
engagement
and
critical

7. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
7
literacy.
Following
the
Literature
Review
will
be
a
presentation
of
the
research
methodology
that
will
provide
a
framework
to
support
the
strong
qualitative
research
required
to
answer
these
questions.
The
collected
data
will
be
presented,
analysed
and
discussed
using
a
Narrative
Analysis
(Merriam,
2009)
framework
that
will
afford
reference
to
the
research
questions
outlined
in
this
introduction.
Finally
the
discussion
will
present
four
key
findings
that
have
emerged
from
the
research
project
that
will
help
improve
teacher
capacity
and
inform
stronger
levels
of
student
engagement
and
social,
personal
and
academic
growth.

8. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
8
Definitions.
For
the
purpose
of
this
research
it
is
important
to
declare
what
definition
of
‘text’
will
be
used
for
the
purpose
of
analysis.
This
research
follows
the
definition
presented
in
the
AusVELS
curriculum
documentation.
They
define
text
as,
“Texts
provide
the
means
for
communication.
They
can
be
written,
spoken
or
multimodal,
and
in
print
or
digital/online
forms.
Multimodal
texts
combine
language
with
other
means
of
communication
such
as
visual
images,
soundtrack
or
spoken
word,
as
in
film
or
computer
presentation
media.
Texts
provide
important
opportunities
for
learning
about
aspects
of
human
experience
and
about
aesthetic
value.”
(Australian
Curriculum
Assessment
and
Reporting
Authority
(ACARA),
2013)

9. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
9
Literature
Review
This
chapter
presents
a
synthesis
of
the
current
research
into
the
key
areas
of
inquiry
for
this
research
project.
The
Literature
Review
recognises
what
areas
of
research
have
already
been
investigated
and
what
this
research
project
adds
to
the
body
of
knowledge
around
the
topic
of
student
motivation,
multiliteracies
and
educational
leadership
that
supports
teachers
with
curriculum
implementation.
Multiliteracies
&
Critical
literacy
Developing
skills
in
critical
analysis
of
text
and
supporting
critical
thought
in
students
is
the
objective
of
a
critical
literacy
based
approach
to
literacy
education.
Gainer
(Gainer,
2010)
(Sharp,
2012)supports
the
notion
that
critical
thought
has
an
impact
not
only
on
the
individual
but
it
is
also
the
foundation
of
a
healthy
democratic
society.
Gainer
also
makes
strong
connections
between
a
critical
literacy
approach
and
a
student’s
engagement
and
motivation,
claiming
that
a
literacy
pedagogy
that
connects
with
the
cultural
and
linguistic
variations
present
in
any
classroom
provide
affirmation
for
students
and
an
increase
in
connectedness.

10. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
10
The
use
of
multimodal,
web
2.0
tools
such
as
blogs
and
wikis
has
allowed
often
marginalised
member
of
society
to
become
creators
of
popular
culture.
This
has
supported
a
broader
representation
of
the
world
today.
Embedding
a
critical
literacy
curriculum
takes
time
as
it
encourages
the
teachers
to
remove
themselves
from
the
tag
of
‘expert’
instead
collaborating
in
and
supporting
students’
development.
This
fundamental
shift
supports
ownership
over
learning
and
provides
opportunities
to
learn
from
students
and
honour
the
out
of
school
literacies
students
engage
in.
In
her
journal
article,
Breaking
Down
the
Barriers:
Using
Critical
Literacy
to
Improve
Educational
Outcomes
for
Students
in
21st-­‐century
Australian
Classrooms,
Kelly
Sharp(Sharp,
2012)
describes
critical
literacy
as
a
pedagogical
approach
that
recognises
the
connection
between
literacy
practices
are
ingrained
in
culture
and
that
they
reinforce
power
and
privilege
within
society.
Critical
literacy
attempts
to
expose
the
hidden
curriculum
present
in
texts.
Sharp
argues
that
education
instead
focuses
on
discreet
learning
of
technical
skills
and
practices
that
are
often
imagined
hierarchically.
This
ignores
the
inherent
skills
and
practices
that
are
not
considered
as
functional
literacy
and
are
therefore
not
explicitly
taught.

11. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
11
Sharp
recognises
the
importance
of
embedding
multiliteracies
into
the
teaching
of
critical
literacy.
She
believes
that
we
must
teach
the
comprehension
of
these
texts
so
that
students
can
identify
and
gain
control
of
the
hidden
curriculum
in
these
texts
and
in
turn,
acquire
social
status
and
currency.
The
concept
of
multiliteries
is
described
best
by
the
New
London
Group
who
refer
to
it
as
a
change
in
mindset
from
a
traditional
definition
of
being
literate
to
one
more
suited
to
a
modern,
multi-­‐modal
society.
(The
New
London
Group,
1996)
Traditionally,
the
notion
of
a
literate
individual
represented
a
competency
in
one
language
and
in
one
text
mode.
The
New
London
Group
recognised
the
huge
societal
shift
that
requires
individuals
to
develop
a
broader
range
of
skills
to
flourish
in
a
culturally
and
linguistically
diverse
society.
The
notion
of
cultural
capital
was
coined
by
Pierre
Bordieu
and
refers
to
the
assets
that
an
individual
has
or
can
acquire
that
allow
them
to
become
socially
mobile.
Sharp
recognises
that
literacy
is
a
powerful
form
of
cultural
capital
that
dictates
the
distribution
of
power
within
any
given
context.
A
student
with
a
developed
knowledge
and
understanding
of
the
dominant
discourse
poses
more
capital
in
this
context.
When
looking
at
the
Australian
educational
setting
through
this
lens,
this
means
capabilities
in
standardised
testing
and
white
middleclass
Anglo-­‐Saxon
representations.

12. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
12
Sharp
identifies
that
definitions
of
literacy
revolve
around
traditional
modes
of
meaning
making
such
as
print
based
text,
while
a
shift
towards
defining
literacy
as
embedding
traditional
concepts
into
the
cultural
and
social
contexts
they
belong
to.
To
teach
critical
literacy
Sharp
recommends
a
clear
framework
for
thinking,
analysing
and
applying
knowledge
such
as
Bloom’s
taxonomy
of
Freebody’s
Four
Resources
Model.
Sharp
also
recognises
the
importance
of
classroom
texts
from
a
varied
range
of
perspectives
as
well
as
engaging
in
multiliteracies,
especially
visual
literacies.
Effective
teaching
is
about
knowing
our
students
and
their
needs,
and
with
the
emergence
of
each
new
generation,
the
possibility
of
genuinely
knowing
our
students
becomes
more
difficult.
Kalantzis
and
Cope
theorise
critical
literacy
and
the
cultural
shift
from
consumers
of
narrative
and
content
to
creators.
They
site
the
example
of
video
game
players
and
the
evolution
of
the
games
narrative
as
they
interact
with
the
game.
The
creation
of
narrative
extends
to
creating
and
sharing
playlists
on
iTunes
to
the
opportunity
to
select
viewing
angles
when
watching
sport.

13. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
13
In
their
book,
‘New
learning:
elements
of
a
science
of
education’(Kalantzis
&
Cope,
2008),
Kalantzis
and
Cope
wrote
that
traditional
schooling
falls
short,
disappointing
young
people
who
expect
higher
levels
of
engagement
but
also
failing
to
direct
their
energies
into
developing
new
skills
and
strategies.
Like
Sharp,
Kalantzis
and
Cope
recommend
the
introduction
of
higher
level
of
digital
media
being
analysed
in
schools
to
create
conditions
that
are
conducive
to
creating
an
individual
with
all
the
skills
and
traits
to
comprehend
contemporary
text
types.
They
argue
that
digital
media
allows
students
to
work
at
their
own
pace,
students
can
be
doing
what
is
best
for
them.
Digital
media
allows
students
to
work
together
freely
and
supports
all
students
contributions
to
be
visible
and
for
all
perspectives
to
be
heard.
Kalantzis
and
Cope
write
about
the
concept
of
belonging
and
transformation
within
a
school
setting.
They
state
that
belonging
occurs
in
an
educational
setting
when
formal
learning
engages
with
a
learners
life
experiences.
Belonging
to
learning
is
founded
upon
the
learning
ways,
the
learning
point
of
view
and
the
learning
community.
Kalantzis
and
Cope
believe
that
education
must
be
learner
transformative
and
world
transformative
as
we
inquire
into
the
human
nature
of
learning
and
the
role
it
plays
in
imagining
and
enacting
new
ways
of
being
human
and
living
socially.

14. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
14
Ray
Misson
and
Wendy
Morgan
believe
that
critical
literacy
is
about
the
hidden,
unspoken
world
in
each
text
and
for
this
can
often
be
viewed
as
being
cold
and
clinical,
Misson
and
Morgan
argue
for
a
balance
between
critique
of
a
text
and
deriving
pleasure
from
the
purely
aesthetic.
They
wrote
in
their
journal
article
‘Beyond
the
Pleasure
Principle?
Confessions
of
a
Critical
Literacy
Teacher’
(Misson
&
Morgan,
2005)
that
critical
literacy
shies
away
from
text
interaction
for
pleasure
as
this
often
ignores
the
ideological
message
underlying
each
text.
It
implies
a
relationship
between
critique
and
pleasure
is
impossible.
Misson
and
Morgan
prefer
to
use
the
title
‘Aesthetic
Texts’
as
it
removes
the
pretence
that
‘literature’
often
evokes.
It
also
allows
for
a
justifiable,
emotional
response
that
is
as
valuable
as
critique.
Their
rejection
of
the
impossible
relationship
between
critique
and
pleasure
is
that
critical
literacy
provokes
the
identification
of
a
‘difficulty’
with
the
dominant
reading
of
a
text.
Misson
and
Morgan
argue
that
the
answers
that
Critical
literacy
seeks
to
find
are
not
satisfactory
enough
to
comprehend
the
experience
a
text
is
offering.
They
write
that
no
one
reading
can
substitute
all
that
an
aesthetic
text
has
to
offer,
“Aesthetic
texts
afford
an
inexhaustible
potential
that
can
delight
readers”.(Misson
&
Morgan,
2005)

15. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
15
LaMarca
&
Macintyre
also
contribute
to
the
argument
for
a
multiliteracies
approach,
writing
about
the
changing
nature
of
communication
in
the
21st
century.
In
their
book
‘Knowing
Readers:
Unlocking
the
Pleasures
of
Reading’
(La
Marca
&
Macintyre,
2006),
they
comment
that
a
larger
percentage
of
information
is
being
contributed
visually
to
students,
either
through
the
internet,
television,
computer
games
or
advertising
to
name
a
few.
Because
of
this
they
argue
that
analysis
of
visual
literacy
is
an
essential
part
of
contemporary
literacy
practice
and
one
best
learned
through
picture
storybooks.
LaMarca
&
Macintyre
believe
that
not
only
must
students
learn
to
interpret
these
texts
but
students
must
also
learn
how
they
work,
referencing
Anstey
&
Bulls
(2009)
framework
of
metalanguage
as
a
guide.
Anstey
&
Bull
identify
in
their
framework
colour,
line,
texture,
shape,
form,
balance,
layout
and
tone
as
the
grammar
of
visual
texts
that
will
support
an
understanding
of
how
visual
texts
work.

16. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
16
Student
Engagement
Zammit
is
interested
in
the
relationship
between
levels
of
students’
engagement
and
their
Socio-­‐economic
status.
She
writes
that
current
literacy
practices
reinforce
the
sense
of
alienation
and
failure
for
low
SES
students,
highlighting
a
failure
in
traditional
classrooms.
Zammit
implies
that
without
a
representation
of
themselves
and
their
experiences
being
presented
in
pedagogy
and
curriculum,
students
will
become
increasingly
disengaged.
(Zammit,
2011)
While
Zammit
acknowledges
that
the
advances
in
technology
and
technology
based
communication
is
an
important
reason
for
introducing
a
multiliteracies
based
approach,
she
clearly
recognizes
there
is
an
important
difference
between
multiliteracies
and
digital
literacies.
Multiliteracies
serve
to
define
the
teaching
and
learning
of
the
process
and
practices
required
to
create
multimodal
texts,
even
in
an
electronic
environment.
Zammit
makes
a
strong
connection
between
students’
levels
of
engagement
and
their
relationship
to
the
dominant
pedagogical
discourse,
arguing
that
who
is
seen
to
be
literate
and
what
counts
as
knowledge
depends
very
much
on
the
teachers
interpretations
and
values
of
literacy.

17. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
17
The
importance
of
students’
engagement
has
been
written
about
both
by
Guthrie(2008)
and
La
Marca
&
Macintyre(2006),
both
recognising
that
engagement
was
a
stronger
indicator
of
achievement
than
a
students
home
environment.
La
Marca
&
Macintyre
take
this
notion
further
by
identifying
the
significant
role
that
teachers
play
in
supporting
engagement
in
students.
They
write
of
the
responsibility
teachers
have
to
promote
reading
and
the
act
of
reading
as
a
wholly
pleasurable
experiences.
La
Marca
&
Macintyre
refer
to
this
role
as
that
of
an
‘enabling
adult’,
an
advocate
who
can
support
students
selection
of
texts
as
well
as
scaffolding
discussions
about
and
modeling/sharing
reading
with
students.
(La
Marca
&
Macintyre,
2006)
Jane
Lave
expanded
on
this
notion
of
the
Enabling
Adult
through
while
writing
on
the
notion
of
teaching
as
learning.
She
writes,
“Why
pursue
a
social
rather
than
a
more
familiar
psychological
theory
of
learning?
To
the
extent
that
being
human
is
a
relational
matter,
generated
in
social
living,
historically,
in
social
formations
whose
participants
engage
with
each
other
as
a
condition
and
precondition
for
their
existence”(Lave,
1996)

18. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
18
CONCLUSION
While
this
research
project
aims
to
inquire
into
the
specific
area
of
teacher
and
student
personal
literacy
practices
and
the
effect
that
these
have
on
student
engagement,
it
was
important
to
read
broadly
about
other
research
areas
that
have
an
effect
on
students’
engagement.
Research
done
around
critical
literacy
and
student
engagement
makes
clear
the
strong
connection
between
the
use
of
multimodal
text
in
the
classroom
and
student
engagement
and
the
teacher
competencies
required
to
support
students
to
critically
analyse
multiliteracies
that
they
will
encounter
in
their
increasingly
complex
lives.
The
important
role
that
educators’
play
is
made
clear
in
the
role
that
La
Marca
and
Macintyre
(La
Marca
&
Macintyre,
2006)
dub
the
‘enabling
adult’.
It
is
clear
that
the
coming
together
of
the
New
London
Group
was
a
seminal
occasion
for
literacy
educators,
an
event
that
has
provoked
further
research.
However,
there
has
been
little
research
that
has
assessed
the
shift
in
classroom
practice
and
the
support
needed
for
the
ongoing
implementation
of
their
initial
research
on
student
learning.

19. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
19
Methodology
This
research
methodology
was
informed
by
existing
questions
around
the
literary
practices
of
teachers
and
students
and
whether
these
would
have
a
subconscious
effect
on
student
engagement.
The
previous
chapter
explored
and
examined
the
existing
literature
and
research
theories
relevant
to
student
engagement
and
the
role
a
multiliteracy
approach
to
literacy
education
plays.
Research
conducted
by
the
Organisation
for
Economic
Co-­‐Operation
and
Development
(OECD)(Organisation
For
Economic
Co-­‐
Operation
and
Development
(OECD),
2000)
showed
that
student
engagement
levels
are
a
stronger
indicator
of
student
academic
achievement
than
other
socioeconomic
measures.
It
also
illustrated
that
embedding
multiliteracies
and
multimodal
text
types
into
classroom
practice
was
necessary
to
support
a
critical
literacy
approach
and
in
turn
reflect
students’
home
experiences,
another
key
factor
in
raising
student
engagement.
This
chapter
aims
to
outline
the
procedural
approach
for
conducting
this
research
and
the
philosophical
foundations
upon
which
this
research
sits.
This
section
opens
up
with
a
background
behind
the
theoretical
design
that
has
been
chosen
and
is
followed
by
a
discussion
of
the
context,
participants
and
data
sources
that
will
inform
this
research.
Finally
the
process
behind
the
data
collection
will
be
explained.

20. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
20
At
the
conclusion
of
this
research,
the
hope
is
that
the
findings
will
further
the
knowledge
of
the
role
of
teachers
and
students
home
literacy
practices
play
on
student’s
levels
of
engagement
and
in
turn
overall
academic
and
social
growth.
As
(Lankshear
&
Knobel,
2004)
recognise,
the
purpose
of
practitioner
lead
research
is
to
improve
practice.
Therefore,
it
is
hoped
that
the
findings
of
this
research
will
add
to
the
body
of
knowledge
around
the
factors
that
effect
student
engagement
as
well
as
the
influence
that
a
teachers
personal
literacy
practices
play
on
student
achievement.
It
is
hoped
that
it
will
affirm
to
school
leaders
the
importance
of
a
multiliteracies
approach
to
education
as
well
as
providing
an
initial
framework
for
developing
teacher’s
capacity
in
this
area.
These
ideas
and
philosophies
will
be
supported
by
qualitative
data
around
student
engagement
and
motivation.
Research
design
This
research
project
collected
data
using
methods
that
supported
the
analysis
of
the
resulting
data
using
a
qualitative
frame,
one
that
recognises
the
importance
of
context.
(Lankshear
&
Knobel,
2004)
The
methodology
for
this
research
involves
interviews
with
participants
about
their
current
levels
of
engagement
with
a
range
of
multiliteracies
as
well
as
their
attitudes
to
school
based
literacy
lessons.
All
participants
completed
a
survey
about
their
attitudes
to
literacy
lessons
in
school
and
questions
about
their
daily
text
practices.
(Appendix
7)

21. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
21
Direct
observations
of
literacy
lessons
and
classroom
environments
occurred
over
a
one-­‐week
period.
This
anecdotal
data
allowed
me
to
take
an
in-­‐situ
snapshot
of
the
literacy
practices
in
these
classrooms.
This
research
draws
on
qualitative
methods
including
teacher
and
student
interviews
and
a
teacher
reflective
journal.
The
student
interviews
and
survey
will
gather
data
about
the
student’s
attitudes
towards
literacy
lessons
before
and
after
teacher
intervention.
The
teacher
reflective
journal
will
provide
anecdotal
data
about
the
effectiveness
of
explicit
intervention
on
teacher
capabilities
and
confidence
when
using
contemporary
text
types
in
their
classroom.
Particular
thought
will
be
given
to
the
effect
of
instructional
leadership
in
the
delivery
of
school
based
teacher
intervention.
Questions
that
will
guide
the
research
are;
• What
text
types
do
teachers
and
students
frequently
engage
in
outside
of
the
school
environment?
• Is
there
room
for
private
literacy
practices
in
the
school
setting?
• Do
teachers
utilise
their
own
text
practices
to
support
student
learning
and
engagement?
• What
assumptions
do
teachers
make
about
the
Literacy
practices
of
students?
• How
do
teachers
define
‘text’
for
use
in
their
classrooms?

22. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
22
• How
frequently
are
non-­‐traditional
text
types
brought
into
classrooms?
• What
are
student’s
attitudes
to
traditional
literacy
education?
Setting
This
study
took
place
in
a
government
primary
school
located
in
the
South-­‐
Eastern
Victorian
Region.
With
an
enrolment
of
487
and
a
population
with
a
high
socio-­‐economic
background
it
enjoys
a
high
level
of
community
involvement
with
parents
placing
a
high
level
of
importance
on
academic
success.
Our
students
come
from
highly
educated
families
with
over
60%
of
year
6
students
attending
private
secondary
schools.
Our
school
has
been
refining
and
delivering
the
International
Baccalaureate
Primary
Years
Programme
for
the
last
three
years,
and
we
will
be
fully
accredited
as
of
2013.
Regardless
of
the
high
Student
Family
occupation
(SFO)
index
rating
of
this
school,
the
research
participants
were
selected
from
a
broad
SFO
profile.
Participants
Participants
in
this
research
were
selected
using
a
stratified
approach.
(Opie,
2004)
The
sample
of
participants
will
consist
of
four
teachers
from
a
government
primary
school
in
Victoria
and
two
students
from
each
of
their
classes,
making
a
total
of
twelve
participants.
The
four
teachers
will
be
selected
from
that
schools
English
Professional
Learning
Action
Team
(PLAT).
The
PLAT
teams
at
this
school
are
designed
with
representatives
from
each
year
level
to
allow
dissemination
of
curriculum
and
pedagogical
support.
Therefore
Choosing
PLAT
members
was
strategic
as
it
allowed
me
the
opportunity
for

23. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
23
these
four
teachers
to
begin
to
reflect
on
their
practice
and
to
pass
on
their
thoughts
and
experiences
to
their
colleagues.
The
eight
students
were
aged
between
7
to
12years
old
and
all
were
invited
to
participate
in
interviews
and
classroom
observations.
The
proposed
research
relates
directly
to
the
approved
program
in
which
permission
has
been
granted
for
projects
involving
the
evaluation
of
teaching
programs
within
an
educational
setting.
All
teachers,
students,
students
parents
and
the
principal
of
the
school
gave
their
consent
to
be
part
of
this
research
by
signing
and
returning
the
appropriate
permission
forms.
(Appendix
6)
The
teacher
participants
are
described
in
table
1.1
and
the
student
participants
are
identified
in
table
1.2.
Table
1.1
Anne
22-­‐year-­‐old
female
who
is
a
first
year
graduate
teacher.
Currently
teaching
Year
6
in
an
open
plan
building
where
team
teaching
can
easily
be
facilitated.
Sophia
28-­‐year-­‐old
female
who
has
5
years
of
teaching
experience.
Currently
teaching
in
Year
5
Isabella
28-­‐year-­‐old
female
who
has
5
years
of
teaching
experience.
Currently
teaching
in
Year
4
Jack
32-­‐year-­‐old
male
who
is
in
his
8th
year
of
teaching.
Currently
teaching
Year
3

24. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
24
Table
1.2
Will
Year
6
Student,
male
Emily
Year
6
Student,
female
Jacob
Year
5
Student,
male
Mia
Year
5
Student,
female
Ethan
Year
4
Student,
male
Abi
Year
4
Student,
female
Noah
Year
3
Student,
male
Ava
Year
3
Student,
female
Data
Sources
The
research
draws
on
qualitative
methods
that
include
teacher
and
student
interviews
and
observations,
anecdotal
observations,
and
student
and
teacher
surveys.
The
importance
of
multiple
data
collection
techniques
and
sources
ensures
data
triangulation
and
maintains
the
research
credibility.
The
school
provided
access
to
school
level
data
for
the
purpose
of
this
research,
this
data
helped
to
guide
the
title
and
question
for
this
research
project.
Data
collection
techniques
INTERVIEWS:
As
this
project
was
about
measuring
human
experiences
and
views
about
their
teaching
and
learning,
it
was
essential
that
participant
interviews
formed
a
large
part
of
the
qualitative
data
to
be
collected.
Each
participant
was
interviewed
and
each
interview
was
recorded
and
transcribed.

25. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
25
Open-­‐ended
questioning
(Appendix
7)
was
used
to
guide
participant
views
and
contributions
yet
maintain
individual
perspectives
and
beliefs.
Due
to
the
considerable
weight
placed
on
participant
responses
it
was
extremely
important
to
conduct
the
interviews
in
a
setting
and
time
that
allowed
the
subject
comfort
and
time
to
contribute
full
and
thoughtful
responses.
The
time
and
location
of
interviews
was
individualized
and
negotiated
with
each
participant.
I
made
sure
to
provide
tea
and
coffee
to
relax
the
participant
and
even
though
I
was
recording
the
conversation
I
was
conscious
of
removing
any
recording
devices
from
the
table
or
line
of
sight
that
could
inhibit
responses.
As
interviewer
I
assumed
a
very
relaxed
persona
and
sat
casually
with
open
body
language
to
create
an
open
and
honest
environment.
SURVEYS:
Upon
completion
of
the
interviews,
all
participants
completed
a
survey
about
their
daily
literacy
practices
and
attitudes
to
literacy
education.
The
survey
provided
a
quantitative
measure
that
supported
the
qualitative
observations.

26. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
26
Results
and
Analysis
The
previous
chapter
outlined
the
methodological
approach
to
the
collection
of
research
data
that
supports
a
qualitative
research
framework.
The
qualitative
data
includes
a
large
amount
of
verbatim
conversation
to
present
the
respondents
thoughts
and
ideas
without
any
colouring.
As
Cohen
et
al
(2007)
recognise,
this
is
a
method
of
that
keeps
the
flavour
of
the
original
data
and
in
many
cases,
allows
it
to
speak
for
itself.
Qualitative
data
analysis,
relies
on
the
organisation
and
explanation
of
the
data
which
is
both
large
in
number
and
heavy
in
detail.
Raw
data
on
its
own
represents
little
more
than
the
basic
ingredients,
it
is
the
frame
through
which
you
view
this
data
that
will
colour
its
reading.
The
analysis
and
discussion
will
use
the
‘Narrative
Analysis’
framework
Sharan
B.
Merriam
outlined
in
her
book
‘Qualitative
Research:
A
Guide
to
Design
and
Implementation’
(2009).
She
describes
Narrative
analysis
as,
“the
study
of
experience
through
stories”
(Merriam
S.
B.,
2009)
Teacher
Interviews:
Full
transcripts
of
all
teacher
interviews
and
a
sample
of
the
student
interviews
are
attached
as
appendix
1
through
5
of
this
thesis.

27. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
27
Table
2.1
teacher
responses
to
the
question,
‘Do
you
have
any
fond
memories
with
reading
and
literacy?’
Year
6
Teacher
Anne
In
about
grade
two
I
started
reading
to
my
dad
every
night
in
bed,
So
I
would
jump
into
their
bed
and
just
start
reading
to
them
for
about
30
min.
He
would
just
lie
there
and
listen
and
every
time
I
mispronounced
a
word
or
mumbled
he
would
help
me
out
by
saying,
‘read
that
page
again’
or
‘read
faster’
so
he
would
spend
about
an
hour
and
a
half
each
night
just
listening
to
me
and
my
brothers
read.
So
why
does
that
memory
stick
out?
I
don’t
know
I
just
really
enjoyed
going
into
his
room
and
if
I
was
enjoying
a
book
to
be
able
to
share
it
with
him
and
for
him
to
be
actually
engaged.
He
wasn't
just
lying
there
he
was
actually
really
interested
in
what
we
were
doing.
Year
5
Teacher
Sophia
From
when
I
was
a
kid
I
do
remember
having
a
love
of
books,
picture
storybooks,
mainly
due
to
my
grandma
who
was
an
author.
She
wrote
a
lot
of
rhyming
text
and
she
had
a
group
of
ladies
who
put
books
together
called
the
‘Big
Dipper’
series,
so
she
contributed
to
a
few
different
books
that
were
published
so
she
tried
to
read
to
us
as
much
as
possible
and
listen
to
us
read
as
kids.
She
was
amazing,
she
used
to
write
rhymes
for
us,
if
we
were
doing
an
Easter
egg
hunt
she
used
to
write
clues
that
would
rhyme.
So
if
anyone
influenced
my
childhood
literacy
it
was
her
and
mum
who
would
often
read
to
me.
But
as
I
got
older
and
started
to
read
longer
books,
it
was
really
important
to
find
a
book
that
I
loved
and
enjoyed
from
the
beginning
because
often
at
school
I
would
be
thrown
a
book
and
not
enjoy
it
and
it
would
take
me
ages
to
finish.
But
really
I
did
love
books
from
the
beginning
mainly
because
of
my
grandma.
Year
4
teacher
Isabella
I
guess
I
like
a
series,
popular
series.
I
got
into
harry
potter
and
read
the
twilight
series
and
the
hunger
games
anything
that
has
a
series
and
there
is
popularity
about
it.
I
guess
I
love
it
because
I
love
talking
about
books.
If
lots
of
people
are
reading
it
you
can
be
like
‘Oh
My
gosh
are
you
up
to
that
bit?’
it
just
engages
you.
I
like
autobiographies,
and
sometimes
if
it’s
non
fiction
and
it’s
based
on
something,
I’ve
just
bought
the
new
book
from
the
author
of
the
kite
runner,
Mt’s
Echo
or

28. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
28
something.
Anything
that’s
a
hype
I
will
always
end
up
reading
I
guess.
Year
3
Teacher
Jack
Absolutely,
my
Year
9
English
teacher
teaching
us
our
first
Shakespeare
text,
the
passion
that
he
showed
for
the
text
and
the
way
that
that
enthusiasm
for
the
text
influenced
the
classes
reaction
to
King
Henry
V,
and
actually
the
same
teacher
the
following
year
showing
us
Jane
Austen
for
the
first
time.
Two
very
strong
memories
of
learning
English
at
school.
They
are
considered
very
canonical
text,
was
that
part
of
the
allure
of
the
experience
because
they
were
different
or
outside
the
realms
of
your
previous
experiences?
Perhaps
it
was,
I
think
that
looking
back
on
it
that
it
is
not
the
easiest
thing
in
the
world
to
make
a
14
year
old
boy
interested
in
Shakespeare
or
more
particularly
Jane
Austen,
but
just
the
way
that
the
teaching
style
of
this
particular
man
and
the
enthusiasm
that
he
showed
and
the
way
that
he
taught
us
to
love
it
through
his
love
of
it
was
just
a
really
powerful
moment
for
me.
These
responses
illustrate
the
joy
and
passion
that
can
be
generated
through
shared
moments
of
connection
around
a
text.
Their
formative
experiences
have
all
shaped
their
reading
patterns
as
adults.
This
is
best
illustrated
in
Isabella’s
response
where
she
raves
about
reading,
“anything
that
has
a
series
and
there
is
popularity
about
it.
I
guess
I
love
it
because
I
love
talking
about
books.
If
lots
of
people
are
reading
it
you
can
be
like
‘Oh
My
gosh
are
you
up
to
that
bit?’
it
just
engages
you.”

29. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
29
What
she
is
describing
is
the
concept
of
belonging
and
transformation
within
a
setting.
Kalantzis
and
Cope
state
that
belonging
occurs
in
an
educational
setting
when
formal
learning
engages
with
a
learners’
life
experiences.
Table
2.2
teacher
comments
when
asked
to
recount
a
lesson
that
stood
out
as
being
engaging
for
the
students?
Year
6
Teacher
Anne
Anything
that
uses
the
interactive
whiteboard,
so
we
watched
the
documentary
on
global
warming,
I
wasn’t
expecting
them
to
be
as
engaged
as
they
were
because
the
documentary
was
quite
dry,
there
were
a
lot
of
truths
in
their
that
they
hadn’t
yet
realised.
They
were
really
engaged
in
that
and
a
lot
of
them
came
out
afterwards
questioning
our
behaviours,
‘why
are
they
cutting
down
the
trees
on
our
nature
strip
if
it
helps
global
warming?’
That
showed
that
they
were
listening
and
engaged
in
the
conversation.
So
why
do
you
think
that
this
was
engaging?
you
mentioned
that
the
content
was
engaging
do
you
think
it
had
anything
to
do
with
how
the
content
was
delivered?
I
think
anything
that
uses
visual
literacy,
for
example
I
did
a
lesson
that
used
the
cartoons.
So
if
they
can
see
it
up
there
on
the
whiteboard
they
can
visualise
what
I
am
saying
so
they
can
visualise
instead
of
doing
worksheets.
Year
5
Teacher
Sophia
The
most
engaged
I
have
seen
the
kids
is
where
they
have
done
a
lot
of
research
into
different
planets
and
they
have
to
make
an
advert
about
why
people
should
move
there.
They
had
to
collect
all
the
information,
source
pictures
online
to
be
the
backdrop
to
their
video,
they
had
to
bring
music
from
home
to
complement
their
advert.
They
are
just
so
incredibly
engaged
that
there
is
no
supervision
required
they
just
get
on
with
it.
So
why
do
you
feel
that
they
were
so
engaged?
Well,
first
of
all
they
are
very
aware
of
what
needs
to
be
done,
the
criteria
before
they
get
started.
They
are
so
engaged
because
it
is
relevant
to
them

30. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
30
right
now,
they
are
desperate
to
use
iPads
and
get
online
and
they
are
always
watching
tv
so
to
make
an
ad
for
television
really
makes
it
relevant.
so
they
are
just
desperate
to
do
a
good
job
and
to
play
around
with
the
software
that
is
involved.
it
is
a
bit
different
from
normal
schooling,
going
back
to
maths
and
trying
to
teach
them
now
seems
a
bit
boring
to
them.
Year
4
teacher
Isabella
we
do
a
lot
of
poetry
in
year
4,
short
poetry
and
I
always
say
to
them
and
say
follow
the
Seven
steps
program
and
that
has
helped
a
lot
of
my
struggling
writers
because
they
know
they
won’t
have
to
write
a
lot,
they
can
write
5
lines
but
there
is
still
a
lot
of
work
to
get
there.
But
because
it’s
smaller,
the
text
is
smaller.
when
they
have
to
read
their
poems
the
students
are
really
engaged
and
you
never
have
to
stop
anyone
for
being
giggly
They
are
just
completely
enthralled
with
what
is
going
on.
well
they
did
the
other
day,
we
did
metaphor
poems
on
emotions
where
they
had
to
basically
describe
an
emotion
and
compare
it
to
something
and
they
just
loved
it,
they
were
all
really
engaged
in
that.
Do
you
have
a
thought
on
why
that
was
so
engaging?
Well
I
think
because
I
love
poetry,
so
I
think
when
I
teach
poetry
I
get
really
excited
about
it
I
love
being
able
to
really
scaffold
the
children
Year
3
Teacher
Jack
I
think
quite
often
a
discussion
around
a
text
before
we
get
into
it,
most
often
it
is
when
we
are
able
to
have
a
discussion
around
the
parts
of
the
text
that
really
grab
you.
the
kids
notice
these
and
really
get
into
it.
Being
able
to
find
a
sentence
and
talk
about
how
gripping
it
might
be
and
the
kids
really
get
into
that.
Things
like
bringing
notice
to
things
like
that
bring
kids
focus
to
the
text.
I
think
it
is
through
introducing
a
text
properly
so
that
they
can
have
some
sort
of
a
hook
and
make
a
connection
to
something
whether
it
is
work
we
have
already
done
or
to
their
own
personal
lives,
that
is
what
helps
make
the
kids
more
engaged.
I
think
it
is
also
about
how
you
read
the
text,
you
know
the
theatre
of
the
reading,
when
you
are
reading
to
the
class
when
you
get
into
the
book
and
make
characters
out
of
the
story.
Their
responses
show
there
are
shared
similarities
in
what
they
perceive
engages
students.

31. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
31
Firstly,
three
of
the
four
teachers
reported
that
the
engaging
lessons
utilised
multiliteracies
in
some
way.
Whether
it
is
a
visual
text
presented
on
the
interactive
white
board
or
the
production
of
video
advertisements
for
the
habitation
of
a
new
planet,
students
were
engaged
through
the
use
of
communicating
using
multiple
modes
of
meaning
making.
Secondly,
collaboration
was
identified
as
a
key
aspect
to
enhancing
engagement
in
all
lessons.
The
ability
to
work
collaboratively
with
their
peers
was
engaging
for
the
students.
This
element
supports
the
notion
of
literacy
as
a
social
practice
and
mirrors
the
formative
experiences
that
the
teachers
had.
Lastly,
whether
it
was
overtly
acknowledged
or
subconsciously
reported,
the
involvement
and
motivation
of
the
teacher
led
to
higher
levels
of
engagement
in
the
students.
This
is
clear
in
Jack’s
response
where
he
cites
the
most
engaging
lessons
occur
when
there
are
strong
analytical
discussions
around
world
level
features.
This
is
a
mirroring
of
his
favourite
memories
from
school
(table
2.1),
where
his
strongest,
most
enjoyable
memories
come
from
discovering
classical
text.
“I
love
Charles
Dickens
and
that’s
where
it
began,
they
way
you
can
just
use
words
to
create
a
totally
beautiful
sentence
and
memorable
text.”
(Appendix
4)

32. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
32
Jack
is
clearly
mimicking
the
role
of
his
previous
teacher
in
an
attempt
to
develop
that
same
love
of
reading
in
his
students.
He
is
assuming
the
role
of
the
enabling
adult
with
the
purpose
of
supporting
his
students’
acquisition
of
cultural
capital.
Anne’s
comments
in
table
2.2
show
confusion
about
where
the
level
of
engagement
is
coming
from.
She
believed
that
her
lesson
was
engaging
because
it
was
on
the
interactive
whiteboard,
however
I
believe
it
is
because
of
the
selection
of
text
she
chose.
Using
a
multimodal
text
such
as
a
movie
made
the
content
more
relevant
and
engaging
for
students.
Its
multimodality
allowed
for
access
to
the
content
in
a
number
of
ways
and
was
congruent
with
how
students
communicate
on
a
daily
basis.
The
interactive
whiteboard
is
merely
a
tool
that
delivered
the
chosen
text.
This
Misconception
can
also
be
seen
in
Sophia’s
comments
about
iPad
usage
in
Year
5.
“In
year
5
we
are
lucky
that
they
(the
iPads)
are
just
there
so
if
I
am
doing
a
maths
lesson
and
I
want
to
make
it
a
little
more
engaging
I
can
just
grab
the
iPads
and
we
have
very
easy
access
to
them”
(Appendix
2)

33. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
33
The
comments
from
teachers
indicate
that
there
is
no
explicit
teaching
of
the
semiotics
of
multimodality.
This
is
in
contrast
to
the
suggestions
that
La
Marca
and
Macintyre
make
about
effective
teaching
of
multiliteracies.
They
believe
that
not
only
must
students
learn
to
interpret
these
texts
but
students
must
also
learn
how
they
work,
citing
Anstey
&
Bulls
(2009)
framework
of
metalanguage
as
a
guide.
Sophia
spoke
in
her
interview
about
an
engaging
lesson
where
the
students
were
producing
advertisements
to
sell
the
planet
they
were
studying
to
potential
inhabitants.
When
Sophia
was
asked
whether
she
felt
competent
and
capable
of
teaching
the
semiotic
process
behind
meaning
making
in
audiovisual
text
she
replied
in
the
positive,
not
because
of
a
level
of
competency
or
because
of
a
framework
of
support,
simply
due
to
an
innate
level
of
knowledge
due
to
relative
experiences
in
her
day
to
day
life.
“I
definitely
felt
capable,
probably
more
capable
and
ready
to
teach
them
how
to
do
an
ad
rather
than
persuasive
writing
because
that
is
something
that
I
had
to
think
back
to
my
days
of
writing
essays
which
you
quickly
forget
if
you
are
not
practicing.
Whereas
an
ad
you
see
everyday.
It’s
fresh
in
your
mind
the
things
you
need
to
do.”(Appendix
2)

34. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
34
Assuming
that
you
know
how
something
works
simply
by
prolonged
exposure
to
its
effects,
is
a
condescending
view
of
the
sophisticated
methods
advertising
uses
to
persuade
its
audience.
This
assumption
of
knowledge
was
simply
extended
to
her
students,
a
common
practice
especially
when
using
ICT
with
students.
The
assumption
that
they
just
know
how
to
navigate
or
read
multimodal
texts
robs
the
students
a
consistent
analytical
framework
that
supports
their
critical
analysis.
“In
discussions
about
the
multimodal
literacy
practices
of
youth,
what
is
being
missed
is
that
many
adolescents,
particularly
those
who
are
not
of
the
dominant,
middle
class
culture,
are
still
novices.
“(Mills,
2010)
Table
2.3
contains
teacher
responses
to
the
question,
‘How
do
you
define
text
for
the
purpose
of
your
role
as
a
teacher?’
Year
4
teacher
Isabella
I
believe
a
text
is
anything
that
you
read.
So
it
can
go
from
a
comic
strip
to
those
captions
of
animals
with
one
quote
on
it
to
an
essay.
I
would
say
that
there
are
more
formal
texts
that
we
teach
like
exposition
and
narratives
and
persuasive
text.
Year
3
Teacher
Jack
So
in
terms
of
what
I
would
think
of
as
a
text,
I
mean
it
is
a
very
varied
thing
but
I
wouldn’t
consider
it
a
text
unless
it
was
of
a
certain
length,
whereas
short
instructions
or
things
I
am
expecting
students
to
read
through
I
wouldn’t
classify
as
a
text.
Year
5
Teacher
Sophia
Well
when
someone
mentions
the
word
text
to
me
I
think
of....
thinking
it
through
now....I
think
of
words
basically,
I
think
there
are
lots
of
different
text
types,
but
my
first
thoughts
are
of
a
book
and
words
that
you
written.
But
I
am
aware
that
it
is
much
bigger
than
that.

35. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
35
Year
6
Teacher
Anne
When
I
think
of
text
I
immediately
think
of
books,
but
that
is
just
because
of
when
I
was
at
school
we
didn’t
use
multimodal
text.
We
were
discussing
in
one
of
the
classes
that
text
can
refer
to
any
online,
newspaper,
any
form
of
writing.
So
in
the
class
I
use
a
lot
of
online
text,
such
as
in
Maths,
I
use
multimedia
text
to
illustrate
concepts.
The
teacher
definitions
of
text
illustrate
a
traditional
view,
one
that
is
at
odds
with
the
current
curriculum
documentation.
While
the
current
definition
of
‘text’
as
found
in
the
AusVELS
curriculum
includes
reference
to
digital
and
online
text,
multimodal
text,
visual
text,
soundtracks
and
any
other
form
of
communication.
The
teachers
have
a
static
view
that
a
‘text’
it
is
referring
to
books
and
the
written
word.
(Australian
Curriculum
Assessment
and
Reporting
Authority
(ACARA),
2013)
There
were
some
slight
references
to
cartoons
(graphic
and
visual
text)
and
multimedia
from
two
respondents,
however
they
are
mentioned
as
an
afterthought
to
written
text
illustrating
their
position
in
the
hierarchy
of
importance
for
the
teacher.
No
matter
how
well
researched
or
progressive
a
curriculum
is,
if
the
classroom
practice
or
philosophical
approach
of
the
teacher
is
not
in
alignment,
it
becomes
redundant.

36. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
36
Teacher
and
student
Survey
Data
Graph
1.1

37. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
37
Graph
1.2

38. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
38
The
previous
two
graphs
illustrate
a
clear
difference
between
the
text
based
practices
of
the
two
participant
groups.
Graph
1.1
shows
that
teachers
participate
in
traditional,
text
based
activities
such
as
text
messaging.
Whereas
graph
1.2
indicates
that
students’
are
engaging
more
frequently
in
the
production
of
multimodal
texts
on
a
daily
basis.
The
top
three
student
activities
are
heavily
reliant
on
an
understanding
of
reading
and
producing
visual
text.
Not
only
was
there
a
difference
between
the
teachers
and
students
daily
text
based
activities,
there
was
also
a
fundamental
difference
that
emerged
from
the
participant
interviews,
a
difference
that
revolves
around
the
purpose
of
their
activities.
Year
6
student
Emily
recounted
in
her
interview
about
the
ongoing
communication
she
engages
in
with
her
friends.
“So
is
it
(Social
media)
mainly
for
organisation?
Yeah,
like
um
a
lot
of
the
time
I
have
to
organise
things
very
quickly
on
the
weekend
so
usually
my
friends
and
I
invite
one
another
out.
For
example
I
was
invited
to
the
park
and
I
Facetimed
another
friend
and
invited
them
too.
I
was
also
invited
to
a
party
on
Facetime
then
I
invited
someone
else
on
Facetime.”
(Appendix
5)

39. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
39
In
the
interview
with
Year
3
teacher
Jack,
he
talked
about
his
usage
of
online
text
and
why
he
engages
with
them.
“I’m
much
more
involved
in
digital
text,
If
I
think
about
it
in
terms
of
what
I’m
reading,
I
do
far
more
reading
in
a
digital
format.
I
read
a
lot
of
online
recipes
and
most
blogs
that
I
would
visit
would
be
about
cooking.
Wikipedia
too
I
suppose,
at
least
three
to
four
times
a
week
I
would
be
reading
that
sort
of
thing.
I
think
I
probably
read
a
lot
more
on
my
phone
screen
than
I
would
do
in
a
traditional
book
format.”
(Appendix
4)
This
data
highlights
that
the
teachers’
online
practices
are
centered
around
sourcing
information
and
resources,
whereas
students’
practices
were
about
organising
and
communicating
with
peers.
Students
are
daily
producers
of
visual
text
while
teachers’
text
production
is
limited
to
written
text.
When
viewing
these
results
in
relation
to
Zammit’s
(2011)
views
on
engagement,
if
there
is
a
gap
between
students
and
teachers’
text
practices
and
ideologies,
this
must
surely
lead
to
a
stronger
level
of
disengagement
in
students

40. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
40
Graph
1.3
Graph
1.3
gives
a
clear
indication
that
the
production
of
videos
is
their
most
enjoyable
form
of
text
production.
Writing
and
reading
are
equal
second
in
terms
of
students
enjoyment.

41. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
41
This
data
supports
the
view
of
Kalantzis
and
Cope
who
argue
that
digital
media
allows
students
to
work
at
their
own
pace,
students
can
be
doing
what
is
best
for
them.
Digital
media
allows
students
to
work
together
freely
and
supports
all
students
contributions
to
be
visible
and
for
all
perspectives
to
be
heard.
This
graph
is
also
validates
the
teachers’
reflections
on
what
text
based
elements
in
lessons
engage
students.
This
is
important
because
it
affirms
the
teachers’
assumptions
about
what
engages
students.
Discussion
When
analyzing
the
results
of
this
research,
it
is
important
to
return
to
the
initial
questions
that
were
being
asked.
What
text
types
do
teachers
and
students
frequently
engage
in?
Unfortunately
teachers
are
very
rarely
engaging
in
new
texts
or
anything
outside
of
their
already
established
practices.
Their
interviews
reveal
that
a
lack
of
time
and
energy
is
a
limiting
factor
to
them
engaging
in
new
text.

42. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
42
The
responses
below
reveal
that
due
to
the
grueling
nature
of
teaching,
there
is
simply
no
more
energy
left
to
explore
and
therefore
teachers
fall
back
on
reliable
habits
and
experiences.
“I
used
to
read
every
night,
but
now
with
school
I’m
just
too
tired”
Year
6
teacher
Anne.
“the
last
book
I
read
was
the
J.K
Rowling
book,
the
adult
fiction
‘A
Casual
Vacancy’.
I
don’t
get
as
much
time
anymore
since
I’ve
become
a
teacher”
Year
5
teacher
Sophia.
“During
the
term
I’m
too
tired.
But
I
guess
I’m
now
reading
more
facebook
and
twitter.”
Year
4
teacher
Isabella.
Mills
wrote
of
the
importance
of
teachers’
engagement
with
students
home
literacies
noting,
“Teachers
are
being
urged
to
include
new
literacies
using
digital
media
to
make
connections
between
the
learning
spaces
of
home
and
school.
“(Mills,
2010)
Yet
where
is
the
support
for
teachers
to
develop
their
own
competencies
in
these
new
literacies,
further
allowing
them
to
become
engaged
educators
for
engaged
students.

43. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
43
Is
there
room
for
private
literacy
practices
in
the
school
setting?
Teachers
reported
that
their
enthusiasm
directly
influenced
student
engagement.
In
her
interview,
Year
4
teacher
Isabella
recalled
an
engaging
lesson
about
poetry.
During
her
recount,
she
identified
her
own
level
of
enthusiasm
as
a
major
spur
for
her
students.
“the
other
day,
we
did
metaphor
poems
on
emotions
where
they
had
to
basically
describe
an
emotion
and
compare
it
to
something
and
they
just
loved
it,
they
were
all
really
engaged
in
that.
Do
you
have
a
thought
on
why
that
was
so
engaging?
Well
I
think
because
I
love
poetry,
so
I
think
when
I
teach
poetry
I
get
really
excited
about
it
I
love
being
able
to
really
scaffold
the
children,
getting
them
to
imaginatively
think
in
a
small
amount
of
text.”
(Appendix
3)
Graph
1.3
highlighted
that
teachers
were
very
aware
of
what
engages
students,
yet
the
practices
that
do
engage
students
were
not
the
regular
practices
in
their
classrooms.

44. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
44
Do
teachers
utilise
their
own
text
practices
to
support
student
learning
and
engagement?
Throughout
the
interviews
with
all
teacher
participants,
they
all
made
reference
to
their
text
practices
and
their
enthusiasm
for
them
being
a
motivating
factor
for
their
students.
However
this
appears
to
be
a
subconscious
practice
that
needs
to
become
an
overt
pedagogical
tool.
What
assumptions
do
teachers
make
about
the
Literacy
practices
of
students?
On
the
rare
instances
that
teachers
used
multiliteracies
in
their
teaching,
they
felt
competent
despite
the
lack
of
a
knowledge
framework
or
metalanguage.
They
held
this
belief
because
they
experience
these
text
types
on
a
daily
basis
and
felt
an
instinctive
ability
to
teach
them.
This
is
contradictory
to
the
daily
activities
of
the
teacher
participants
and
underlines
a
misguided
belief
in
their
abilities.
This
assumption
that
teachers
apply
to
themselves
they
also
apply
to
the
students.
They
assume
that
students
have
an
innate
ability
to
analyse
and
compose
multimodal
text.
“Teachers
have
a
key
responsibility
to
scaffold
multimodal
literacies
and
model
new
technical
proficiencies.
They
can
lead
students
to
engage
in
sophisticated,
mature
forms
of
communication
that
are
unattainable
for
many
students
without

45. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
45
intervention
and
expert
guidance.
In
discussions
about
the
multimodal
literacy
practices
of
youth,
what
is
being
missed
is
that
many
adolescents,
particularly
those
who
are
not
of
the
dominant,
middle
class
culture,
are
still
novices.
“(Mills,
2010)
How
do
teachers
define
‘text’
for
use
in
their
classrooms?
How
teachers
interpret
this
element
of
the
English
curriculum
is
essential
to
how
the
students
learn
and
for
equipping
them
with
the
necessary
skills
for.
Teachers’
definition
of
"text"
were
traditional
and
static
some
noting
that,
"A
text
is
anything
you
read"
"It
must
be
of
a
certain
length
and
quality".
How
frequently
are
non-­traditional
text
types
brought
into
classrooms?
Year
6
student
Emily
identified
the
dominance
of
traditional
text
types
in
her
interview
when
she
stated
that,
“Text
is
more
of
a
thing
that
is
meant
for
school.
Text
is
more
of
a
thing
that
you
do
everyday
whereas
film
is
more
of
a
thing
that
you
do
on
a
one
off
basis.
You
need
to
learn
a
lot
more
about
text
and
writing
because
you
will
do
that
more
in
the
future
than
you
will
do
making
videos.”
(Emily,
Appendix
5)

46. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
46
In
Year
5
teacher
Sophia’s
interview
she
discussed
the
use
of
iPads
in
her
classroom
and
referred
to
their
inclusion
as,
“we
are
allowing
them
to
use
those
to
learn
at
school”.
(Appendix
2)
The
word
‘allow’
is
highlight
as
it
provides
an
interesting
concept
of
ownership
of
knowledge
and
the
thought
of
teachers
that
using
these
tools
for
video
production
and
multimedia
as
special
lesson.
The
student
data
clearly
shows
that
these
multimodal
practices
are
occurring
on
a
daily
basis
for
students
already,
so
it
is
misguided
of
teachers
to
assume
that
these
are
special
experiences
for
the
students.
in
this
instance
the
teacher
has
misunderstood
where
the
engagement
is
coming
from,
not
from
the
reward
of
using
the
iPads,
but
from
the
relevant
context
it
provides.
In
the
Literature
Review
a
common
theme
was
emerging
about
the
importance
of
using
multiliteracies
within
the
classroom.
Sharp(2012),
Kalantzis
and
Cope
(2008)
both
recommended
the
introduction
of
a
higher
level
of
digital
media
being
analysed
in
schools
to
create
conditions
that
are
conducive
to
creating
an
individual
with
all
the
skills
and
traits
to
comprehend
contemporary
text
types.
They
argued
that
digital
media
allows
students
to
work
at
their
own
pace,
students
can
be
doing
what
is
best
for
them.
Digital
media
allows
students
to
work
together
freely
and
supports
all
students
contributions
to
be
visible
and
for
all
perspectives
to
be
heard.

47. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
47
What
are
students’
attitudes
to
traditional
literacy
education?
Students
were
asked
to
place
their
perceived
level
of
engagement
on
a
scale
from
1
to
10.
This
question
would
allow
for
a
measurable
interpretation
of
how
engaged
students
currently
feel
they
are.
From
the
8
participants,
their
average
score
was
a
very
high
8.1.
This
gives
a
clear
indication
that
engagement
levels
are
high
amongst
the
students,
yet
it
gives
no
indication
of
why.
This
high
average
is
at
odds
with
the
Attitudes
to
school
survey
that
Year
5
and
6
students
complete
annually.
As
mentioned
in
the
introduction,
school
level
data
is
also
showing
a
negative
trend.
These
results
may
be
contradictory
due
to
the
difference
in
questioning
technique
or
the
more
relaxed
environment
that
a
one
on
one
interview
allowed.
“I
like
english
classes
a
bit
better
than
maths
and
I
think
it
is
going
to
be
really
important
because
I’m
going
to
have
to
do
a
lot
of
essays
in
the
future
and
I’ll
have
to
write
a
lot
of
business
reports
when
I
grow
up,
like
Dad
has
to
write
a
report
on
business
everyday.
So
you
can
see
the
value
in
that?
Yeah.”
(Appendix
5)

48. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
48
This
passage
of
dialogue
between
Year
6
student
Emily
and
her
interviewer
illustrates
a
common
theme
about
the
effectiveness
and
relevance
of
current
English
classes.
Comments
like
these
echo
the
data
presented
in
Graph
1.3.
This
data
clearly
shows
that
students
value
the
traditional
modes
of
meaning
making
and
would
continue
to
teach
these
skills.
Yet
in
direct
contrast
to
their
daily
practices
it
raises
the
question
of
where
does
this
perception
of
skill
relevance
come
from?
These
case
studies
prompt
further
questioning
as
to
why
teachers
who
recognise
the
qualities
of
engaging
lessons,
fail
to
implement
this
level
of
teaching
with
a
greater
frequency?
Is
there
a
hidden
perception
of
what
constitutes
quality
teaching?
Are
there
traditional
values
perpetrated
by
high
stakes
testing
and
parental
involvement
that
mirrors
their
own
experiences
that
is
subconsciously
guiding
schools
and
teachers?
In
conclusion,
the
analysis
of
the
qualitative
research
data
shows
that
teachers
could
recognise
when
students
were
engaged
and
their
role
in
the
promotion
of
student
engagement.
While
all
respondents
recalled
very
different
examples
in
terms
of
content
and
structure,
there
were
similarities
that
were
consistent
across
all
four
examples.
Lessons
that
teachers
identified
as
being
"engaging",
always
involved
collaboration
and
the
presence
of
multiliteracies.

49. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
49
Findings
and
Recommendations
The
previous
Results,
Analysis
and
Discussion
chapter
presented
the
collected
data
in
a
format
that
allowed
for
close
analysis
in
relation
to
the
research
questions
posed
in
the
introduction.
The
key
results
from
that
chapter
include
a
comparison
of
the
daily
text
based
practices
for
teacher
and
student
participant
groups
as
well
as
participant
ideas
about
what
informs
student
engagement.
That
data
analysis
now
forms
the
basis
for
the
following
three
recommendations
this
chapter
will
present.
As
was
noted
in
the
methodology
for
this
project,
the
purpose
of
practitioner
lead
research
is
to
improve
practice
and
these
recommendations
have
been
written
to
support
that
notion.
(Lankshear
&
Knobel,
2004)
1)
Continued
and
ongoing
support
to
implement
curriculum
documentation.
Through
interviewing
teacher
participants
about
their
definition
of
‘text’
it
is
clear
that
the
participants
have
a
very
traditional
and
static
definition
that
they
apply
to
their
teaching
and
classroom
context.
This
is
clearly
at
odds
with
the
definition
of
text
as
written
in
the
AusVELS
curriculum
document.

50. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
50
Looking
at
the
changing
nature
of
‘text’
definition
in
the
previous
three
curriculum
documents
(Appendix
9)
it
must
be
assumed
that
the
professional
support
to
develop
the
inherent
skills
written
into
the
definitions
has
not
been
provided
to
cope
with
the
changing
definition.
Anecdotal
conversations
with
the
principal
of
the
school
show
that
there
is
a
feeling
of
lack
of
support
from
the
department
that
“Curriculum
changes,
yet
we
are
never
given
a
full
level
of
support
to
make
comprehensive,
timely
shifts”.
Not
since
the
introduction
of
the
Early
Years
framework
has
there
been
a
comprehensive
and
strategic
approach
to
changing
a
teacher’s
pedagogy
to
align
with
the
shift
in
research
based
knowledge
and
philosophy
behind
literacy
education.
This
research
clearly
shows
that
further
support
is
needed
to
implement
the
changes
that
are
written
into
the
new
AusVELS
curriculum.
This
support
needs
to
be
ongoing
as
unlike
previous
curriculum
documents
that
existed
as
fixed
hard
copies,
AusVELS
is
a
progressively
updated
online
resource.
The
results
of
this
project
lead
me
to
teachers
may
struggle
to
operate
within
that
flexible
environment.

51. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
51
Mills
(Mills,
2010)Identifies
it
is
the
responsibility
of
educational
leaders
in
schools
to
scaffold
an
engagement
in
multimodal
literacies
for
their
teaching
staff,
thus
ensuring
they
can
scaffold
these
same
skills
for
their
students.
2)
Teachers
need
to
be
supported
to
act
in
an
empowered
manner.
This
research
has
demonstrated
that
teachers
recognise
when
students
are
engaged
and
that
that
occurs
when
students
are
engaged
by
using
modes
of
communication
congruent
with
their
own
usage.
The
question
must
then
be
asked,
why
then
do
teachers
not
use
this
knowledge
to
change
their
pedagogy
for
the
benefit
of
student
learning?
The
teacher
comments
indicate
that
there
are
issues
of
time,
either
time
to
teach
using
multiliteracies
(set
up,
planning,
etc)
but
more
fundamentally,
the
comment
that
there
is
a
lack
of
time
to
engage
and
familiarise
themselves
in
the
text
types
that
the
students
are
using
daily.
Teacher
participants
have
shown
through
their
comments
that
they
feel
more
confident
teaching
the
texts
they
are
more
familiar
with,
in
spite
of
their
knowledge
of
what
engages
students.
If
they
were
afforded
time
and
support
to
implement
these
multiliteracies
it
would
be
reasonable
to
assume
that
student
motivation
and
engagement
would
also
improve.

52. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
52
Comments
arising
from
the
teacher
interviews
also
suggest
that
there
is
a
hidden
curriculum
that
is
being
delivered,
one
with
alternate
values
and
pedagogy.
Teachers
are
still
relying
on
traditional
text
types
and
implied
a
hidden
expectation
that
"teaching"
meant
a
reliance
on
mono
or
bi-­‐modal
text.
This
data
also
suggests
that
this
view
is
also
one
that
the
students
had.
When
they
were
asked
the
question,
“If
you
were
your
teacher
for
a
day
which
skill
would
you
think
is
the
most
important
to
teach?”
(Appendix
7)
50%
of
all
students
selected
‘writing’
as
the
skill
they
would
teach.
This
is
not
suggesting
that
teaching
students
to
write
is
not
an
important
skill,
rather
it
shows
that
in
spite
of
their
daily
activities
(that
suggest
a
reliance
on
the
production
of
visual
text),
they
have
a
perception
of
what
literacy
education
is.

53. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
53
3)
Enhanced
funding
for
human
resources.
The
data
analysis
presented
as
part
of
this
research
makes
clear
the
link
between
a
teachers’
motivation
and
expertise
and
the
engagement
of
their
students.
The
comfort
that
teachers
felt
teaching
text
they
engage
in
and
the
increased
motivation
they
demonstrated
when
they
taught
using
text
that
created
a
link
to
their
private
practice,
shows
the
importance
of
investing
in
developing
teacher
competency.
If
teachers
can
be
supported
to
become
competent
in
the
text
based
practices
that
students
engage
in,
then
student
connection
and
engagement
with
learning
will
increase.
The
literature
review
clearly
illustrates
how
important
the
‘enabling
adult’
is
for
student
learning
and
development.
The
results
of
this
research
suggest
that
there
is
a
mandate
needed
to
continue
to
ensure
funding
of
human
resources
is
always
made
a
priority
over
‘tools’
such
as
the
$180million
Ultranet.
While
the
Ultranet
was
a
fantastic
initiative,
a
learning
platform
or
tool
where
the
multiliteracies
approach
this
research
is
championing
can
be
implemented.
This
research
clearly
shows
that
without
the
support
of
the
teachers
and
the
development
of
their
competency,
the
students
will
never
get
the
learning
opportunities
the
Ultranet
or
other
learning
tools
promise.

54. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
54
To
conclude
this
research,
the
following
dot
points
are
a
summary
of
the
findings
made
from
the
collected
data;
• Teachers
are
still
confused
by
the
definition
of
text.
Even
though
Curriculum
documents
reflect
changes
in
definition,
teachers’
definitions
are
still
narrow.
• There
is
still
a
reliance
on
traditional
text
types.
Teachers
implied
a
hidden
expectation
that
"teaching"
meant
a
reliance
on
mono
or
bi-­‐modal
text.
• Teachers
recognise
that
students
are
engaged
by
using
modes
of
communication
congruent
with
their
own
usage.
• However
teachers
feel
more
confident
teaching
the
text
they
are
more
familiar
with,
in
spite
of
their
knowledge
of
what
engages
students.
• Teachers’
online
practices
are
around
sourcing
information
whereas
students’
practices
are
to
organise
and
communicate.
• Students
are
daily
producers
of
visual
text
while
teacher
participant
text
production
is
limited
to
written
text.

55. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
55
These
findings
have
lead
to
the
following
key
recommendations;
• Continued
and
ongoing
support
to
implement
curriculum
changes
is
required.
This
includes
ensuring
a
consistency
in
the
understanding
of
the
content
and
philosophical
approach
of
the
curriculum.
• A
priority
for
school
leadership
is
to
develop
methods
for
supporting
teachers
to
act
in
an
empowered
manner.
This
research
has
shown
that
in
spite
of
their
knowledge
of
what
engages
students,
these
lessons
are
the
exception
to
their
teaching
and
not
the
rule.
• Enhanced
funding
for
human
resources.
The
concept
of
scaffolding
students
and
acting
as
an
enabling
adult
is
reliant
on
relationships
and
knowing
your
students.
This
research
has
highlighted
that
no
matter
what
fancy
tool
is
used,
teachers
are
indispensable
in
the
learning
process
and
must
be
supported
and
funded
appropriately.
This
research
was
conducted
in
the
hope
of
identifying
areas
where
teacher
capacity
can
be
improved
upon
and
in
turn
making
schooling
the
most
positive
and
worthwhile
experience
for
all
students.
Through
the
process
of
research,
data
collection
and
analysis,
it
is
believed
that
these
recommendations
combined
with
further
research
can
support
all
teachers
to
achieve
their
aims
and
help
our
future
generations
be
active
participants
in
the
democratic
society
we
enjoy.

56. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
56
References
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Student # 557426
Masters of Literacy: Literacy Leadership Research Project
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• Lave,
J.
(1996).
Teaching,
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English:
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2013,
from
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-­‐
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and
Accessing
Networked
DOcumentary
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of
Australia::
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1614/csf.vcaa.vic.edu.au/en/koen-­‐k.html
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Student # 557426
Masters of Literacy: Literacy Leadership Research Project
58
pedagogic
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Education
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220.

59. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
59
Apendix
1
Transcription
of
an
interview
with
Anne,
a
22-­‐year-­‐old
female
who
is
a
first
year
graduate
teacher
who
is
currently
teaching
Year
6.
Do
you
have
any
fond
memories
with
reading
and
literacy?
In
about
grade
two
I
started
reading
to
my
dad
every
night
in
bed,
So
I
would
jump
into
their
bed
and
just
start
reading
to
them
for
about
30
min.
He
would
just
lie
there
and
listen
and
every
time
I
mispronounced
a
word
or
mumbled
he
would
help
me
out
by
saying,
‘read
that
page
again’
or
‘read
faster’
so
he
would
spend
about
an
hour
and
a
half
each
night
just
listening
to
me
and
my
brothers
read.
So
why
does
that
memory
stick
out?
I
don’t
know
I
just
really
enjoyed
going
into
his
room
and
if
i
was
enjoying
a
book
to
be
able
to
share
it
with
him
and
for
him
to
be
actually
engaged.
He
wasn't
just
lying
there
he
was
actually
really
interested
in
what
we
were
doing.
DO
you
remember
any
of
the
books
that
you
read?
I
read
‘good
night
Mr.
Tom’
in
year
7
and
I
read
that
to
him
and
in
primary
school
it
was
Roald
Dahl
and
Paul
Jennings.
What
sort
of
text
do
you
engage
in
now?
At
the
moment
I
have
read
all
the
twilight
and
hunger
game
series.
I
tend
to
get
bored
of
books
quite
quickly
if
it
doesn’t
interest
me
by
about
half
way
I
just
stop,
I’m
not
one
to
just
continue
if
it’s
boring.
Do
you
read
frequently?
I
used
to
read
every
night,
but
now
with
school
I’m
just
too
tired.
Before
at
Uni
I
used
to
read
every
night
and
it
would
help
me
get
to
sleep.
What
Genres
do
you
enjoy
reading?
I
enjoy
the
Jodi
Picoult
books,
I
was
reading
one
in
Bali
but
I
didn’t
get
a
chance
to
finish
it.
I
liked
her
books,
but
sometimes
they
are
a
bit
sad.
I
like
Crime
and
war
books
too.
Do
you
like
any
non-­fiction
texts?
No,
not
really
What
about
digital
texts?
any
social
media
or
online
content?

60. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
60
I
read
the
newspaper
online
sometimes
and
facebook,
that’s
about
it.
I
don’t
read
books
online.
Do
you
think
you
interact
with
text
more
frequently
than
you
do
say
as
a
book?
Um,
if
it’s
in
terms
of
social
media,
but
if
it
was
a
narrative
I
would
go
to
a
book
to
read
it.
What
about
you
as
a
producer
of
text,
do
you
produce
text
regularly?
I
have
conversations
with
friends,
group
conversations.
I’m
not
that
active
on
social
media,
it’s
just
a
way
for
me
to
see
what
friends
are
doing.
Can
I
ask
why?
Just
because
everyone
has
it
and
so
much
these
days
like
invites
is
sent
through
facebook.
So
even
though
you
haven’t
seen
them
for
about
a
year
you
still
feel
connected.
So
you
would
say
that
you
prefer
to
just
receive
information
online
rather
than
produce
it?
Yeah
Did
you
say
that
you
had
friends
with
Blogs?
Umm,
friends
do
use
blogs,
a
few
use
fashion
blogs.
I
want
to
think
of
you
as
a
teacher
now,
in
your
experience
has
there
been
any
moments
or
lessons
where
the
students
have
been
incredibly
engaged?
Anything
that
uses
the
interactive
whiteboard,
so
we
watched
the
documentary
on
global
warming,
I
wasn’t
expecting
them
to
be
as
engaged
as
they
were
because
the
documentary
was
quite
dry,
there
were
a
lot
of
truths
in
their
that
they
hadn’t
yet
realised.
They
were
really
engaged
in
that
and
a
lot
of
them
came
out
afterwards
questioning
our
behaviours,
‘why
are
they
cutting
down
the
trees
on
our
nature
strip
if
it
helps
global
warming?’
That
showed
that
they
were
listening
and
engaged
in
the
conversation.
So
why
do
you
think
that
this
was
engaging?
You
mentioned
that
the
content
was
engaging
do
you
think
it
had
anything
to
do
with
how
the
content
was
delivered?
I
think
anything
that
uses
visual
literacy,
for
example
I
did
a
lesson
that
used
the
cartoons.
So
if
they
can
see
it
up
there
on
the
whiteboard
they
can
visualise
what
I
am
saying
so
they
can
visualise
instead
of
doing
worksheets.

61. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
61
You
mentioned
cartoons,
can
you
explain
what
you
were
trying
to
achieve
in
that
lesson
and
how
the
students
responded?
What
we
were
trying
to
do
was
unpack
cartoons
about
global
warming
that
had
been
published
in
the
political
section
of
the
newspaper.
So
we
started
to
look
at
things
such
as
the
audience,
who
the
cartoon
was
intended
for.
the
details
such
as
the
body
language
and
speech
that
was
used
and
all
those
sorts
of
things,
colours.
So
given
that
framework,
how
did
the
students
react
to
the
imagery?
A
lot
of
them
at
the
start
were
quite
confused
with
the
concept
of
‘dissecting
the
cartoon’,
they
didn’t
quite
understood
what
we
were
trying
to
do,
they
knew
that
cartoons
of
Julia
Gillard
they
draw
her
with
a
big
nose
and
Tony
Abbott
with
big
ears,
but
they
couldn’t
understand
why?
So
I
was
trying
to
get
the
point
across
that
everything
drawn
is
done
for
a
reason,
so
we
looked
at
each
element
and
by
the
end
of
the
lesson
they
started
to
realise
that
there
was
a
message
in
the
cartoon.
But
it
took
a
while.
Were
they
able
to
use
that
framework
to
infer
some
meanings?
Definitely,
they
were
able
to
infer
what
the
cartoon
meant
to
them
and
they
were
able
to
give
reasons
why
from
the
elements
of
the
cartoon.
So
rather
than
just
saying
it
means
this,
they
could
say
it
means
this
because
of
what
the
cartoonist
had
done
with
the
line,
shape,
colour,
caricatured.
So
if
we
look
at
it
in
terms
of
the
students’
levels
of
engagement,
would
you
say
that
this
was
a
particularly
engaging
lesson?
That
was
really
engaging,
but
a
few
students
did
struggle.
They
could
describe
what
they
were
seeing
but
they
couldn’t
apply
any
critical
analysis
of
why
it
was
saying
this.
I’m
curious
from
your
perspective,
how
do
you
define
text?
And
what
text
you
might
be
using
in
your
classroom?
When
I
think
of
text
I
immediately
think
of
books,
but
that
is
just
because
of
when
I
was
at
school
we
didn’t
use
multimodal
text.
We
were
discussing
in
one
of
the
classes
that
text
can
refer
to
any
online,
newspaper,
any
form
of
writing.
So
in
the
class
I
use
a
lot
of
online
text,
such
as
in
Maths,
I
use
multimedia
text
to
illustrate
concepts.
So
who
selects
text
that
go
into
your
classroom?
I
select
the
text.
Do
the
students
have
an
input?
Not
so
much
in
maths,
but
if
we
are
looking
at
documentaries
or
videos
online
they
have
a
say
in
what
videos
they
may
be
interested
in
watching.
Do
you
think
that
is
a
valuable
thing?

62. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
62
Yes
the
videos
are
really
engaging
and
they
provoke
a
lot
of
discussion
among
the
students.
We
watched
a
video
that
had
multiple
perspectives
of
a
racist
incident
on
a
tram.
Seeing
it
from
all
different
viewpoints
provoked
a
deeper
level
of
understanding
from
the
students.

63. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
63
Appendix
2
Transcription
of
an
interview
with
Sophia,
a
28-­‐year-­‐old
female
who
has
5
years
of
teaching
experience
and
is
currently
teaching
in
Year
5
Can
you
recount
a
story
from
your
past,
memory
of
growing
up
around
literacy?
From
when
I
was
a
kid
I
do
remember
having
a
love
of
books,
picture
storybooks,
mainly
due
to
my
grandma
who
was
an
author.
She
wrote
a
lot
of
rhyming
text
and
she
had
a
group
of
ladies
who
put
books
together
called
the
‘Big
Dipper’
series,
so
she
contributed
to
a
few
different
books
that
were
published
so
she
tried
to
read
to
us
as
much
as
possible
and
listen
to
us
read
as
kids.
She
was
amazing,
she
used
to
write
rhymes
for
us,
if
we
were
doing
an
Easter
egg
hunt
she
used
to
write
clues
that
would
rhyme.
So
if
anyone
influenced
my
childhood
literacy
it
was
her
and
mum
who
would
often
read
to
me.
But
as
I
got
older
and
started
to
read
longer
books,
it
was
really
important
to
find
a
book
that
I
loved
and
enjoyed
from
the
beginning
because
often
at
school
I
would
be
thrown
a
book
and
not
enjoy
it
and
it
would
take
me
ages
to
finish.
But
really
I
did
love
books
from
the
beginning
mainly
because
of
my
grandma.
Thinking
about
you
as
an
adult
now,
did
those
experiences
guide
your
reading
experiences
as
an
adult?
Well
it
has
definitely
made
me
want
to
make
kids
enthusiastic
about
reading
and
to
make
them
connect
with
a
text
because
it
can
really
make
a
difference
between
finishing
a
book
and
being
turned
off
reading.
Yeah
my
earlier
experiences
have
affected
me
mainly
childrens
poems
and
things,
I
just
find
them
gorgeous.
Do
you
enjoy
them
now?
Yeah,
I
also
worked
in
a
library
and
did
things
like
story
time
and
things
like
that
so
I
used
to
go
through
all
the
storybooks
and
find
things
like
poems
to
read.
That
is
also
one
of
the
reasons
that
I
became
a
teacher.
Through
doing
story
time
I
love
the
kids
books,
even
in
year
5,
I
know
that
they
still
get
a
lot
of
enjoyment
from
reading
picture
story
books.
I
know
my
class
they
need
to
choose
something
they
can
relate
to
and
context
to
keep
them
engaged.
What
about
you
as
an
adult
now,
what
sort
of
text
do
you
engage
in
now?
Well,
I
probably..
the
last
book
I
read
was
the
J.K
Rowling
book,
the
adult
fiction
‘A
Casual
Vacancy’.
I
don’t
get
as
much
time
anymore
since
I’ve
become
a
teacher,
but
during
the
holidays
is
a
good
opportunity.
But
during
the
term
I
find
it
really
difficult
to
sit
down
with
a
book
because
I
am
just
so
exhausted.
I
enjoy
reading
fiction
and
series
novels,
I
have
to
admit
that
like
the
Twighlight
series
and
girly

64. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
64
types
like
Paulina
Simons
and
those
sort
of
authors,
they
are
really
just
an
escape
and
relaxing
to
read
those
sorts
of
novels.
Are
they
more
fantasy
genre
novels?
Not
so
much,
it
is
not
so
much
fantasy
just
general.....
escapism.
You
spoke
about
your
enjoyment
and
connection
with
kids
books
and
you
spoke
about
how
the
year
5
students
enjoyed
those
too,
do
you
ever
get
time
to
in
your
private
life
to
enjoy
kids
books?
either
personally
or
professionally?
Even
just
to
explore
what
is
there?
I
mean
it
is
difficult
to
find
time
to
do
that,
but
I
do
enjoy
wandering
around
and
recognising
what
the
kids
are
borrowing
from
our
library
and
I
find
it
interesting
to
look
at,
I
don’t
pick
them
up
and
read
them
for
fun.
I
don’t
go
out
and
research.
We
have
talked
about
fairly
traditional
text
types,
if
we
broaden
our
views
are
there
other
text
types
that
you
engage
in
on
a
frequent
basis?
Ahh
yeah,
I
read
‘The
Age’
online
everyday
and
I
visit
particular
blogs
and
things
daily.
So
before
I
sit
down
and
turn
on
the
tv
I
check
in
and
see
what
is
going
on
online.
So
do
you
have
any
social
media
accounts?
Yeah,
I
have
Facebook
and
Instagram.
You
talked
about
blogs
there,
do
you
find
that
you
go
to
blogs
for
a
different
purpose?
Is
there
a
particular
need
that
a
blog
is
fulfilling?
Probably
a
little
bit
of
both,
I
don’t
know
if
you
are
familiar
with
‘MamaMia.com’,
its
a
little
bit
of
an
online
magazine
and
there
are
a
lot
of
different
contributors
to
that
site,
so
I
would
probably
check
The
Age
and
then
check
Mamamia.
It
is
also
very
topical
about
what
is
going
on
and
opinions
pieces.
So
that’s
my
order
the,
Mamamia
would
be
for
enjoyment
and
information.
Do
you
ever
find
yourself
producing
text
to
go
in
these
blogs
or
make
comments
online?
With
the
blogs
it
is
just
reading
rather
than
contributing
but
with
social
media
it
is
reading
and
contributing
on
a
daily
basis.
We’ve
been
talking
about
fairly
traditional
texts,
I
know
you
are
a
musician
do
you
ever
use
music
or
other
modes
of
meaning
that
you
enjoy
engaging
with?
Yep,
I
definitely
listen
to
music
daily
and
tv
too.
I’m
interested
in
what
you
get
from
music
that
you
don't
get
from
other
text
types?
Music
definitely
if
you
are
in
a
particular
mood
you
are
drawn
to
different
styles
of
music.
I
guess
it
can
be
comforting
to
listen
to
some
styles
of
music.
Do
you
find
that
books
draw
you
in
the
same
way?
umm
yeah,
books
are
definitely
quite
relaxing
in
the
same
way
that
music
is,
but
I
find
listening
to
music
you
can
just
completely
relax,
whereas
with
books
I
find

65. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
65
I
have
to
think
about
them
a
little
bit
more,
analysing
and
thinking
about
what
is
happening.
With
music
those
I
can
just
relax.
It
comes
a
bit
more
naturally
perhaps?
Yeah,
but
then
I
play
music
and
that
relates
to
reading
a
book
because
I
am
reading
music,
although
you
don’t
have
to
you
can
improvise
which
I
do
that
is
quite
relaxing,
but
if
I’m
reading
music
I
would
say
it
is
the
same
as
reading
a
book.
Now
let’s
think
of
you
as
a
professional,
I’m
curious
if
you
can
think
of
a
lesson
where
you
felt
that
the
students
were
engaged
beyond
their
normal
levels?
Firstly
can
you
tell
me
about
the
lesson
and
secondly
why
you
felt
that
they
were
so
engaged?
Well,
I
would
say
at
the
moment
the
kids
are
really
engaged
by
what
we
are
doing
at
the
moment.
The
most
engaged
I
have
seen
the
kids
is
where
they
have
done
a
lot
of
research
into
different
planets
and
they
have
to
make
an
advert
about
why
people
should
move
there.
They
had
to
collect
all
the
information,
source
pictures
online
to
be
the
backdrop
to
their
video,
they
had
to
bring
music
from
home
to
complement
their
advert.
They
are
just
so
incredibly
engaged
that
there
is
no
supervision
required
they
just
get
on
with
it.
So
why
do
you
feel
that
they
were
so
engaged?
Well,
first
of
all
they
are
very
aware
of
what
needs
to
be
done,
the
criteria
before
they
get
started.
They
are
so
engaged
because
it
is
relevant
to
them
right
now,
they
are
desperate
to
use
iPads
and
get
online
and
they
are
always
watching
tv
so
to
make
an
ad
for
television
really
makes
it
relevant.
So
they
are
just
desperate
to
do
a
good
job
and
to
play
around
with
the
software
that
is
involved.
it
is
a
bit
different
from
normal
schooling,
going
back
to
maths
and
trying
to
teach
them
now
seems
a
bit
boring
to
them.
Do
you
see
the
value
of
giving
them
these
opportunities?
Because
the
same
task
could
have
been
done
in
a
more
traditional
format
so
I
am
curious
whether
you
see
the
value
in
teaching
them
these
skills?
Well,
the
ad
was
chosen
because
basically
these
days
our
role
is
to
try
and
choose
an
engaging
way
to
assess
the
kids
instead
of
sitting
down
and
writing
all
of
the
things
we
have
learnt,
this
is
the
end
product
the
summative
assessment
task
and
the
kids
are
really
excited
about
it
so
that
is
a
bonus
for
us
so
that
we
can
get
done
what
we
need
to
get
done
in
an
interesting
and
modern
way.
That’s
why
we
have
chosen
to
do
the
ad
and
it’s
relevant
because
this
is
using
their
skills
and
knowledge,
if
you
give
them
an
ipad
they
already
know
how
to
use
it
already
basically
because
of
their
experiences
at
home
and
so
we
are
allowing
them
to
use
those
to
learn
at
school,
I
think
we
should
be
doing
lots
of
that
at
school.
Do
you
find
it
regrettable
that
there
is
a
lack
of
opportunities
to
work
in
that
way?

66. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
66
There
definitely
needs
to
be
a
balance,
I
think
it
is
possible
to
use
the
iPads
a
lot
and
we
certainly
do,
In
year
5
we
are
lucky
that
they
are
just
there
so
if
I
am
doing
a
maths
lesson
and
I
want
to
make
it
a
little
more
engaging
I
can
just
grab
the
iPads
and
we
have
very
easy
access
to
them.
That
is
unlike
in
Year
1
where
I
would
have
to
book
them
for
a
specific
time,
you
know
be
really
organised
and
grab
them
a
recess.
So
it
was
a
little
bit
more
challenging
when
I
was
away
from
this
building.
(The
Senior
Learning
Centre
where
the
iPads
are
housed.)
We
teach
explicit
text
types
for
traditional
forms
of
literacy,
we
talk
about
narratives
and
persuasive
texts,
but
I
am
curious
whether
there
was
any
explicit
teaching
of
how
to
create/analyse
an
ad?
Well
because
of
the
NAPLAN
test
we
had
done
plenty
of
persuasive
writing
practice
prior
to
introducing
this
task
so
it
was
quite
easy
to
transition
into
the
ad
making
skills
because
in
an
ad
they
are
generally
trying
to
sell
you
something,
persuading
the
audience
to
purchase
or
watch
something
and
that
is
exactly
how
we
pitched
this
task
to
the
students
that
you
are
persuading
the
audience
to
visit
your
planet.
Not
only
to
show
your
knowledge
of
the
planet
in
the
ad
but
to
also
persuade
your
audience
to
visit
your
planet.
So
it
was
combining
a
lot
of
skills
in
the
one
task.
What
about
the
visual
element
of
it,
was
there
any
explicit
teaching
of
the
elements
that
communicate
visually?
Yep
certainly
there
was
and
that
was
followed
up
in
the
filming
sessions
because
once
they
got
in
front
of
the
camera
and
when
they
had
a
fantastic
script,
we
did
heaps
of
sessions
on
script
writing,
there
was
the
….
‘now
you
need
to
act’
aspect
and
people
are
going
to
be
watching
this
and
you
can’t
just
stand
there
and
say
these
words
and
they
are
going
to
mean
nothing
unless
you
say
them
in
a
certain
way
and
follow
them
up
with
a
movement
so
yeah
there
has
been
a
lot
of
coaching
in
that
process.
Yes
as
you
said,
continuous
cycles
of
feedback.
I’m
curious
did
you
find
that
as
a
teacher
you
had
the
skills
or
the
background
to
teach
that
particular
text
type?
As
in
the
ad
making?
Yeah
definitely
I’ve
watched
my
fair
share
of
television
but
I
guess
in
terms
of
then
being
able
to
teach
how
to
make
an
ad
you
have
to
do
some
thinking
prior
to
the
lesson,
but
yeah
I
definitely
felt
capable,
probably
more
capable
and
ready
to
teach
them
how
to
do
an
ad
rather
than
persuasive
writing
because
that
is
something
that
I
had
to
think
back
to
my
days
of
writing
essays
which
you
quickly
forget
if
you
are
not
practicing.
Whereas
an
ad
you
see
everyday.
It’s
fresh
in
your
mind
the
things
you
need
to
do.
You
talked
a
lot
about
your
love
of
reading
and
where
that
comes
from
with
your
family
connection
and
you
shared
with
me
the
joy
you
take
in
reading
picture
story
books
to
the
year
5’s
and
how
they
respond
to
those,
clearly
showing
to
me
how
you
bring
the
things
that
you
love
and
appreciate
into

67. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
67
the
classroom.
But
you
also
talked
about
your
love
of
music,
have
you
ever
had
any
opportunities
to
bring
those
skills
into
the
classroom?
Have
you
found
that
it
compliments
any
other
areas
of
the
curriculum?
Well
we
have
definitely
had
conversations
about
music
recently
because
of
the
ads,
they
have
had
to
choose
pieces
of
music
to
compliment
their
ads
so
we
talked
about
the
lyrics
and
why
you
would
choose
that
particular
song
and
given
my
background
we
talked
about
such
things
as
how
do
pieces
of
music
that
are
faster
make
you
feel?
how
do
slower
pieces
of
music
make
you
feel?
how
can
you
use
that
to
persuade
your
audience?
so
that
has
been
interesting.
How
did
your
students
respond
to
that?
They
loved
it,
because
they
started
to
think
about
certain
movies
they
had
seen
and
the
music
that
was
used
and
why
it
might
have
been
used
and
it
made
them
more
aware
that
that
was
going
on,
constantly
without
them
really
thinking
about
it.
Yeah
that
was
a
really
interesting
lesson
but
in
terms
of
have
I.......Usually
with
the
younger
kids
I
would
bring
my
instrument
in
a
play
for
them
and
I’m
not
sure
why
I
don’t
in
year
5,
probably
because
I
am
still
learning
how
to
teach
them
and
I’m
concentrating
on
that
at
the
moment.
I
use
the
word
text
a
lot,
how
do
you
view
or
describe
the
concept
of
what
a
text
is?
Well
when
someone
mentions
the
word
text
to
me
I
think
of....
thinking
it
through
now....I
think
of
words
basically,
I
think
there
are
lots
of
different
text
types,
but
my
first
thoughts
are
of
a
book
and
words
that
you
written.
But
I
am
aware
that
it
is
much
bigger
than
that.
So
in
your
classroom
would
you
say
that
books
are
the
dominant
text
type?
No
I
wouldn’t
say
that,
I
definitely
use
a
lot
of
different
text
types,
I’ve
used
the
interactive
whiteboard
a
lot
and
computers
have
formed
part
of
my
literacy
groups
so
online
texts.
It
does
encompass
a
lot
I
think.
As
a
literacy
educator
what
do
you
think
is
your
main
role?
Probably
to
prepare
my
kids
to
deal
with
text
they
may
come
up
with
going
into
the
future
and
it
is
a
fast
changing
world,
most
of
the
texts
I
read
are
online
so
I
am
aware
of
what
most
of
my
kids
are
going
through.
In
terms
of
teaching
kids
to
read
and
write
well
it
is
also
comprehension
and
fundamental
skills
that
will
help
them
comprehend
the
world
around
them.

68. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
68
Appendix
3
Transcription
of
interview
with
Isabella,
a
28-­‐year-­‐old
female
who
has
5
years
of
teaching
experience
and
is
currently
teaching
in
Year
4.
What
are
you
early
experiences
with
reading
and
literacy?
I
don’t
think
any
specific
text,
but
as
a
child
there
was
a
lot
of
reading
with
mum
and
dad,
a
lot
of
joint
reading.
I
loved
reading
as
a
child
and
so
I
remember
coming
home
and
having
a
set
20mins
for
reading.
I
was
the
one
under
the
doona
reading
and
mum
would
come
in
a
say
“Turn
it
off
Stacey”.
So
I
think
there
was
always
this
love
of
reading,
I
think
for
me
if
it
starts
young
and
you
are
good
at
reading
it
becomes
easier
and
therefore
you
get
more
enjoyment
out
of
reading
a
book.
And
then
it
just
takes
off,
I
remember
in
high
school
having
set
text
and
I
hated
English
in
Year
7
just
because
we
did
Wind
in
the
Willows
and
we
did
text
that
I
hate.
Then
we
got
to
Year
8
and
we
did
some
amazing
text
that
I
loved,
just
random
ones.
So
have
your
experiences
as
a
child
had
an
affect
on
your
reading
practices
now
as
an
adult?
Um,
yep.
In
my
free
time
I
absolutely
love
reading
books.
Don’t
do
so
much
during
the
term
but
over
the
holidays,
Christmas
break
I
will
go
through
lots
and
lots
of
books.
During
the
term
I’m
too
tired.
But
I
guess
I’m
now
reading
more
facebook
and
twitter.
I
read
friends
blogs,
I’m
reading
those
on
a
daily
basis
but
I
still
love
reading
novels.
I
don’t
like
kindles,
I
just
still
like
reading
a
book,
there
is
something
about
the
paper.
But
I
guess
each
day-­‐to-­‐day
reading
is
more
electronic
and
shorter
text
because
that’s
all
we’ve
got
time
for.
What
sort
of
genres
are
you
drawn
towards?
I
guess
I
like
a
series,
popular
series.
I
got
into
harry
potter
and
read
the
twilight
series
and
the
hunger
games
anything
that
has
a
series
and
there
is
popularity
about
it.
I
guess
I
love
it
because
I
love
talking
about
books.
If
lots
of
people
are
reading
it
you
can
be
like
‘Oh
My
gosh
are
you
up
to
that
bit?’
it
just
engages
you.
I
like
autobiographies,
and
sometimes
if
it’s
non-­‐fiction
and
it’s
based
on
something,
I’ve
just
bought
the
new
book
from
the
author
of
the
kite
runner,
Mt’s
Echo
or
something.
Anything
that’s
a
hype
I
will
always
end
up
reading
I
guess.
You
mentioned
non-­traditional
text
types
like
blogs
and
Facebook,
can
you
tell
me
about
the
types
of
electronic
texts
you
engage
with?

69. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
69
Mainly
Facebook,
instagram
although
there
isn’t
much
text
on
it
but
it’s
a
way
of
communicating.
Umm
Pinterest,
those
funny
quotes
things
and
pictures.
And
I
actually
downloaded
pinterest
because
they
have
literacy
rotation
ideas
and
I
was
going
“I
need
some
help”
and
they
had
like
pictures
but
it
was
pictures
of
websites
and
places
to
go
onto.
Mainly
Facebook
and
a
few
of
my
friends
have
blogs.
One
of
my
friends
is
over
in
India
at
the
moment
and
she
is
starting
up
a
house
for
sex
trafficked
women
so
she
is
creating
like
email
and
then
you
go
to
her
blog
site.
Even
my
gym
guy
has
a
blog.
So
the
blogs
are
more
factual
and
everyday
stories?
Yeah
well
she
always
does
it
as
plus,
minus,
interesting,
she’s
a
teacher,
LOVE
IT.
But
she
writes
paragraphs
about
what
is
happening,
what
has
been
amazing
and
what
hasn’t.
So
what
draws
you
to
those
blogs?
Well
I
guess
you
have
a
connection
of
it
being
your
friend,
but
also
to
my
personal
trainer
always
puts
up
a
blog
and
it
will
just
be
random
things
like
the
last
one
was
looking
at
different
fads
and
fad
diets,
just
a
quick
snapshot
of
each
one.
He
puts
pictures
and
funny
things
saying
basically
none
of
them
work.
So
it’s
about
communication
and
information?
Yeah,
yeah
definitely.
What
about
websites?
You
talked
about
Facebook
but
are
there
any
other
websites
that
you
access
on
a
daily
basis?
umm,
My
bank.
I
don’t
know
really..
If
I
ever
want
to
find
more
it
is
just
Googling
really
into
any
random
website,
but
there
is
no
particular
website
that
I
go
to
a
lot.
What
about
newspapers?
No,
I
find
them
sad.
As
I’ve
said
before
if
I
need
to
know
something
then
the
people
talk
about
it
in
the
staffroom
and
I
find
out
important
information
that
way.
I
want
you
to
start
thinking
now
as
a
professional.
I
have
been
using
the
word
‘text’
a
lot,
how
would
you
define
text?
And
how
would
you
use
them
in
the
classroom?
I
believe
a
text
is
anything
that
you
read.
So
it
can
go
from
a
comic
strip
to
those
captions
of
animals
with
one
quote
on
it
to
an
essay.
I
would
say
that
there
are
more
formal
texts
that
we
teach
like
exposition
and
narratives
and
persuasive
text.
But
then
there
are
informal,
well
I
guess
they
aren’t
informal
because
quite
often
more
thought
goes
into
one
quote
in
a
speech
bubble,
so,
I
think
a
text
is
anything
that
has
words.
So
how
would
you
select
the
text
that
you
use
in
class?

70. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
70
Ummm,
So
independent
reading
we
have
a
class
library
where
all
the
kids
brought
in
their
favourite
books,
put
their
names
in
it
and
people
can
borrow
them,
there
was
a
child
in
charge
and
that
created
them
talking
about
different
books,
but
that
is
independent
reading.
Guided
reading
is
always
link
to
our
inquiry
units,
so
at
the
moment
‘Sharing
the
Planet’
so
all
of
our
texts
are
non-­‐
fiction.
So
who
selects
those
texts?
Me,
well,
they
were
done
by
grade
4
teachers.
I
always
read
a
picture
storybook
when
we
go
to
library
and
sometimes
we
link
them
but
mostly
they
can
be
unconnected
because
I
just
feel
that
picture
storey
books
have
so
much
value
to
them.
I
was
going
to
ask,
why
picture
storybooks
as
opposed
to
other
text?
Well
I
think
because
I
had
so
much
experience
in
Prep
and
you
read
4
or
5
books
a
day
and
then
you
come
to
the
big
school
and
everyone
reads
them
novels,
which
is
beautiful,
but
you
always
forget
about
it
and
you
can
miss
the
story
and
I
find
there
is
not
enough
time
in
the
day
to
keep
reading
it
and
I
kind
of
think
that
for
them,
novels
should
be
take
home
books,
I
mean
it
is
good
to
read
a
short
novel
but,
picture
story
books
you
can
just
get
so
much
out
of
them
and
you
can
infer
so
much
meaning
from
them
not
just
as
simple,
the
grade
4’s
really
take
a
lot
out
of
them
and
you
can
hear
them
discussing
the
book
a
while
later.
You
talked
about
an
extensive
love
of
reading,
do
you
find
there
are
no
opportunities
to
translate
what
you
do
at
home
into
the
classroom?
Yeah,
I
think
there
is
a
big
block.
I
think
there
is
a
big
block
between
what
we
do
in
our
everyday
life
and
what
we
read
and
what
we
do
in
the
classroom.
I
have
a
mixed
view
because
I
believe
that
you
have
to
teach
the
fundamentals
like
I
mean
in
a
non-­‐fiction
book
you
have
to
teach
them
about
the
table
of
contents
and
how
to
find
information,
all
of
those
skills
are
really
important.
Umm,
and
we
try
and
do
lots
of
anything
that
is
hype
we
try
to
read
and
I
was
explaining
why
because
everyone
is
talking
about
it
and
so
you
can
bring
it
in
and
they
could
do
anything
about
your
favourite
book
and
so
some
did
a
PowerPoint
or
a
little
skit.
Was
that
in
your
class?
Yeah,
but
other
than
that
it
is
not
much.
I
find
that
in
year
4
there
are
a
few
that
are
struggling
with
reading
and
are
turning
to
hating
reading,
like
they
don’t
want
to
read
at
home,
their
parents
are
finding
it
really
hard.
Have
you
developed
a
theory
on
why
that
might
be
the
case?
I
believe
because
if
you
find
reading
hard
and
if
you
struggle
to
decode
text,
then
you
are
not
going
to
get
the
love
and
the
passion
of
what
the
book
is
trying
to
say.
So
we
have
come
up
with
some
strategies
of
talking
about
different
text
they
can
read,
like
if
they
have
lots
of
comic
books
in
their
houses
and
I
even
said
those
kid’s
magazines
that
they
have
and
I
have
said
that
those
are
fine
to
read
at

71. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
71
home.
It’s
just
trying
to
get
those
kids
to
read.
And
I
did
say
that
at
home
I
read
the
text
that
I
love.
And
do
you
think
that
is
having
a
positive
effect?
Um,
for
some
yes,
for
others...
Maybe
it
is
just
parenting
as
well.
Thinking
about
the
lessons
you
have
taught
in
year
4,
Can
you
recall
a
lesson
where
the
students
were
highly
engaged?
Can
you
explain
the
lesson
and
why
you
think
there
were
such
high
levels
of
engagement.
I
think
that
the
sharing
of
the
books
they
loved
was
amazing
because
they
could
do
it
on
all
different
platforms
and
you
know
it
wasn’t
listening
to
24
PowerPoints
and
they
could
go
in
groups
and
they
created
it
and
it
was
just
talking
about
the
book
they
love
and
therefore
it
wasn’t
study
notes
and
they
could
confidently
speak.
It
just
came
from
them
and
so
it
was
easy
to
talk
about.
So
I
believe
that
in
literacy......
we
do
a
lot
of
poetry
in
year
4,
short
poetry
and
I
always
say
to
them
and
say
follow
the
Seven
steps
program
and
that
has
helped
a
lot
of
my
struggling
writers
because
they
know
they
won’t
have
to
write
a
lot,
they
can
write
5
lines
but
there
is
still
a
lot
of
work
to
get
there.
But
because
it’s
smaller,
the
text
is
smaller.
When
they
have
to
read
their
poems
the
students
are
really
engaged
and
you
never
have
to
stop
anyone
for
being
giggly
they
are
just
completely
enthralled
with
what
is
going
on.
Well
they
did
the
other
day,
we
did
metaphor
poems
on
emotions
where
they
had
to
basically
describe
an
emotion
and
compare
it
to
something
and
they
just
loved
it,
they
were
all
really
engaged
in
that.
Do
you
have
a
thought
on
why
that
was
so
engaging?
Well
I
think
because
I
love
poetry,
so
I
think
when
I
teach
poetry
I
get
really
excited
about
it
I
love
being
able
to
really
scaffold
the
children,
getting
them
to
imaginatively
think
in
a
small
amount
of
text.
I
think
with
narrative
and
persuasive
there
is
such
a
large
amount
of
text
and
working
with
a
smaller
amount
to
f
text
where
we
can
perfect
this
and
we
can
think
imaginatively
about
this
in
a
different
way
and
we
can
be
really
creative
it
brings
it
out
of
them.
How
would
you
define
your
role
as
a
literacy
teacher?
I
think
it
is
always
a
mix,
I
think
that
I
would
love
to
get
out
of
them
the
love
of
reading,
that
reading
is
fun
and
that
there
is
always
something
enjoyable
to
read.
And
of
course
that
corresponds
to
their
writing,
the
students
who
are
good
readers
are
also
good
writers
because
the
vocab
comes
out,
the
spelling.....
I
think
to
create
a
passion
and
inspire
them
to
read
all
different
things,
and
to
question
to
critically
analyse
what
you
are
reading
in
a
text.
I
mean
a
few
of
mine
who
are

72. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
72
really
good
readers
and
we
do
so
much
word
meaning
in
a
text
and
they
are
like,
“why
are
you
always
stopping
the
book?”
and
I’m
teaching
them
the
word
meaning.
It
is
always
about
finding
a
balance.
I
think
it
is
just
the
passion
though
and
realising
what
everyone
is
doing
in
the
world,
you
have
go
to
be
literate
and
if
you
are
having
a
good
time
too
it
makes
it
even
better.

73. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
73
Appendix
4
A
transcription
of
the
interview
with
Jack,
a
32-­‐year-­‐old
male
who
is
in
his
8th
year
of
teaching.
He
is
currently
teaching
Year
3.
Do
you
have
any
fond
memories
with
reading
and
literacy?
Absolutely,
my
Year
9
English
teacher
teaching
us
our
first
Shakespeare
text,
the
passion
that
he
showed
for
the
text
and
the
way
that
that
enthusiasm
for
the
text
influenced
the
classes
reaction
to
King
Henry
V,
and
actually
the
same
teacher
the
following
year
showing
us
Jane
Austen
for
the
first
time.
Two
very
strong
memories
of
learning
English
at
school.
They
are
considered
very
canonical
text,
was
that
part
of
the
allure
of
the
experience
because
they
were
different
or
outside
the
realms
of
your
previous
experiences?
Perhaps
it
was,
I
think
that
looking
back
on
it
that
it
is
not
the
easiest
thing
in
the
world
to
make
a
14
year
old
boy
interested
in
Shakespeare
or
more
particularly
Jane
Austen,
but
just
the
way
that
the
teaching
style
of
this
particular
man
and
the
enthusiasm
that
he
showed
and
the
way
that
he
taught
us
to
love
it
through
his
love
of
it
was
just
a
really
powerful
moment
for
me.
Think
of
you
as
an
adult,
did
those
experiences
inform
you
as
a
reader
now?
I
think
that
it
definitely
gave
me
a
love
of
the
classics
and
just
in
terms
of
quality
literature
that
you
come
across
and
I
definitely
think
it
broadened
my
own
personal
reading.
It
got
me
out
of
reading
John
Grisham
and
what
do
you
call
them,
‘airport
novels’.
I
think
it
certainly
got
me
reading
more
broadly
and
gave
me
a
love
of,
I
mean
I
love
Charles
Dickens
and
that’s
where
it
began,
they
way
you
can
just
use
words
to
create
a
totally
beautiful
sentence
and
memorable
text.
What
Genre
of
text
do
you
enjoy
engaging
in
these
days?
I
went
through
a
big
true
crime
period
and
I
suppose
we
all
enjoy
a
biography
of
a
figure
that
we
are
interested
in
and
we
want
to
know
more
about.
I’ve
taken
recently
to
reading
books
like
Peter
Fitzsimmons’
were
they
take
a
historical
event
and
go
though
it
in
detail.
They
are
very
traditional
views
of
text,
what
about
electronic
text?
What
sort
of
electronic
text
do
you
use
frequently?
I
read
the
paper
online
everyday
and
throughout
the
day
on
my
mobile.
Do
you
have
any
social
media
accounts?
Yeah
so
Twitter
and
Facebook
through
my
phone.
Blogs?
Yes,
not
as
regularly.

74. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
74
If
you
were
to
come
up
with
a
percentage
balance
between
traditional
and
non-­traditional
text,
how
would
you
score
them?
I’m
much
more
involved
in
digital
text,
If
I
think
about
it
in
terms
of
what
I’m
reading,
I
do
far
more
reading
in
a
digital
format.
I
read
a
lot
of
online
recipes
and
most
blogs
that
I
would
visit
would
be
about
cooking.
Wikipedia
I
suppose
At
least
three
to
four
times
a
week
I
would
be
reading
that
sort
of
thing.
I
think
I
probably
read
a
lot
more
on
my
phone
screen
than
I
would
do
in
a
traditional
book
format.
What
about
producing
text?
Do
you
produce
any
text
online?
I
mean
emailing
I
suppose,
that
is
where
I
do
most
of
my
writing.
I’ve
done
about
4
tweets
myself.
That’s
a
very
active
account,
but
you
have
done
it.
What
stops
you
from
doing
more?
Well
I
don’t
really
have
many
followers,
perhaps
two
or
three
so
I
don’t
think
there
is
any
purpose
in
writing
anything,
I
sort
of
feel
like
my
involvement
with
twitter
is
more
as
a
consumer
than
as
a
producer.
Do
you
think
the
purpose
of
online
text
is
very
different
from
the
purpose
of
books
for
example?
Yes,
I
think
so.
I
don’t
read
any
fiction
online
at
all
so,
I
was
going
to
say
that
one
would
be
for
instruction
and
that
sort
of
thing,
but
I
think
I
probably
use
things
like
Wikipedia
and
all
those
sorts
of
things
that
I
read
they
are
continuations
of
thoughts
and
conversations.
You
sort
of
spend
45
mins
going
from
person
to
person
or
topic-­‐to-­‐topic,
very
much
following
the
stream
of
consciousness
you
are
having
there.
It
isn’t
as
much
of
a
leisure
activity
as
reading
traditional
text,
but
generally
speaking,
things
that
I
am
using
digitally
are
generally
for
work
rather
than
play.
I
use
the
word
‘text’
a
lot,
I
am
interested
to
hear
how
you
define
that
particular
concept?
And
what
text
types
you
introduce
into
your
classroom?
So
in
terms
of
what
I
would
think
of
as
a
text,
I
mean
it
is
a
very
varied
thing
but
I
wouldn’t
consider
it
a
text
unless
it
was
of
a
certain
length,
whereas
short
instructions
or
things
I
am
expecting
students
to
read
through
I
wouldn’t
classify
as
a
text.
But
having
said
that
I
guess
that
is
not
to
say
I
am
not
using
instructional
text
they
just
have
to
be
a
longer
thing.
Is
it
to
do
with
the
rigour
of
it?
I
guess
so,
how
involved
I
am
expecting
students
to
get.
So
what
examples
are
you
using
in
the
classroom
at
the
moment?
In
reading
groups
at
the
moment
we
have
4
different
novels
on
the
go,
we
have
been
trying
to
maintain
a
balance
of
books
that
are
perhaps
topic
related
to
our

75. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
75
PYP
units.
At
the
moment
these
are
more
factual
and
descriptions
of
concepts
that
might
be
related
to
the
topic.
In
our
food
unit
last
term
we
had
a
lot
of
text
that
were
explaining
food
around
the
world
and
different
sorts
of
food.
Along
with
balancing
it
with
novels
and
fictional
text.
And
who
chooses
these
text?
Me,
I’m
guided
by
conversations
and
I
would
guess
that
it
is
about
60%
me
and
about
40%
student
choice.
I’m
willing
to
engage
with
them
about
text
selection.
And
help
them
to
guide
me.
Why?
Why
do
you
have
it
set
up
as
this
relationship?
I
guess
if
the
children
in
the
class
show
an
interest
in
anything
I
want
to
engage
in
that
with
them,
but
in
terms
of
text
selection,
I
suppose
that
as
a
14
year
old
there
was
no
way
that
I
was
going
to
go
and
read
King
Henry
V
so
I
suppose
that
my
role
as
a
teacher
is
to
expose
the
students
to
things
that
will
enhance
their
reading
skills
and
interests
and
I
think
that
is
definitely
behind
why
I
choose
things.
It
also
helps
me
keep
a
handle
on
the
correct
instructional
level.
You
talked
a
lot
about
the
genres
that
you
enjoy
reading,
do
you
ever
get
an
opportunity
to
introduce
any
genres
and
text
types
that
you
use
at
home
into
the
classroom?
Most
definitely.
I
think
that
if
have
a
strong
interest
or
passion
in
something
then
that
is
certainly
a
strong
teaching
tool
and
so
I
think
that
reading
that
you
have
done
outside
of
school
in
your
own
life
that
you
have
come
across
and
particularly
enjoyed
then
I
think
that
definitely
has
a
place
in
the
classroom.
That
can
be
done
in
all
sorts
of
ways
I
guess.
You
talked
about
this
notion
of
letting
kids
have
a
say,
how
do
you
find
out
what
they
are
interested
in?
During
things
like
library
times
or
reading
groups
or
after
lunch
when
they
have
quiet
reading
times,
then
I
take
an
interest
in
what
kids
are
reading,
what
books
they
are
interested
in
and
what
series
they
are
enjoying
and
I
talk
with
them
because
some
kids
demonstrate
a
preference
as
towards
a
particular
genre
and
I
think
that
is
a
particularly
interesting
conversation
to
have
with
them
and
out
of
these
discussions
generally
come
requests
to
read
particular
books
during
guided
reading
or
can
when
I
am
reading
out
the
front
of
the
class
they
quite
often
request
things
they
would
like
me
to
read.
So
in
your
private
time
do
you
ever
find
time
to
read
children’s
books
or
picture
storybooks?
Yeah
I
do,
more
at
work
than
outside
of
it.
I
think
if
the
kids
are
reading
then
it
is
my
role
to
model
that
and
read
too
and
demonstrate
my
enjoyment
of
that
as
a
pastime.
So
it
is
during
those
times
that
I
would
be
reading
those
sorts
of
books.
It
is
the
love
of
reading
that
I
am
trying
to
model
and
it
definitely
gets
kids
noticing
that
he
is
interested
in
reading
too.

76. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
76
Thinking
about
the
lessons
you
have
taught
in
year
3,
Can
you
recall
a
lesson
where
the
students
were
highly
engaged?
Can
you
explain
the
lesson
and
why
you
think
there
was
such
high
levels
of
engagement.
I
think
quite
often
a
discussion
around
a
text
before
we
get
into
it,
most
often
it
is
when
we
are
able
to
have
a
discussion
around
the
parts
of
the
text
that
really
grab
you.
The
kids
notice
these
and
really
get
into
it.
Being
able
to
find
a
sentence
and
talk
about
how
gripping
it
might
be
and
the
kids
really
get
into
that.
Things
like
bringing
notice
to
things
like
that
bring
kids
focus
to
the
text.
I
think
it
is
through
introducing
a
text
properly
so
that
they
can
have
some
sort
of
a
hook
and
make
a
connection
to
something
whether
it
is
work
we
have
already
done
or
to
their
own
personal
lives,
that
is
what
helps
make
the
kids
more
engaged.
I
think
it
is
also
about
how
you
read
the
text,
you
know
the
theatre
of
the
reading,
when
you
are
reading
to
the
class
when
you
get
into
the
book
and
make
characters
out
of
the
story.
Library
time
is
really
doing
two
things
at
once,
the
process
of
the
borrowing
and
research
and
the
other
thing,
which
is
just
as
important,
is
being
in
an
environment
with
books.
Supporting
them
to
select
books,
that
is
a
particularly
important
role
that
you
are
doing
especially
with
the
younger
students.

77. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
77
Appendix
5
A
transcription
of
the
interview
with
Emily,
a
12-­‐year-­‐old
Year
6
student.
Due
to
the
volume
of
data,
this
transcript
is
an
indicative
representation
of
the
other
7
interviews.
I
wonder
if
you
could
tell
me
a
really
fun
most
memorable
day
that
you
have
spent
at
school?
Umm,
I
think
it
was
probably
in
prep
and
the
art
teacher
was
doing
the
role
and
I
just
wandered
off
to
another
place,
and
he
made
an
announcement
and
everything
then
he
found
me
in
the
art
storeroom.
And
why
was
that
so
memorable?
Because
everyone
was
laughing
and
I
just
enjoyed
playing
with
things.
And
did
you
like
being
the
centre
of
attention?
Yes
(laughs)
I’m
thinking
specifically
about
Literacy
classes,
your
teachers
often
use
the
word
‘text’
and
I
was
wondering
what
that
word
means
to
you?
Well
what
it
means
to
me
is
usually
a
story
or
a
piece
of
information
that
is
in
a
book.
And
what
about
in
your
English
lessons
do
you
think
that
the
teacher
helps
you
to
understand
why
the
skills
you
are
learning
are
important?
Yes
because
I
ask
a
lot
of
questions
about
that
and
Ms.
R
gives
me
answers.
Can
you
give
me
an
example?
I
was
asking
her
what
needs
to
go
in
here
and
she
helped
me,
it
was
five
minutes
ago
and
we
were
doing
our
diary
about
refugees
and
I
was
having
trouble
about
what
I
should
put
in
there.
Have
any
teachers
ever
given
you
advice
or
helped
you
understand
where
that
skill
could
be
helpful
when
you
grow
up?
Umm,
I
think
about
it
quite
a
lot
because
I
over
think
things.
I
think
about
high
school
a
lot
because
I’m
a
year
older
than
other
kids
and
I
have
a
lot
of
friends
that
are
in
high
school.
They
usually
come
back
with
a
lot
of
h/w
and
I
think
‘Oh
GOD’
I’m
going
to
need
primary
school.
So
you
feel
that
what
we
are
teaching
is
valuable
for
you?
Yeah
definitely.

78. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
78
Do
you
think
that
all
the
learning
you
do
in
English
classes
is
important
for
you
in
the
future?
Yes,
I
like
English
classes
a
bit
better
than
maths
and
I
think
it
is
going
to
be
really
important
because
I’m
going
to
have
to
do
a
lot
of
essays
in
the
future
and
I’ll
have
to
write
a
lot
of
business
reports
when
I
grow
up,
like
Dad
has
to
write
a
report
on
business
everyday.
So
you
can
see
the
value
in
that?
Yeah
So
is
there
something,
a
skill
that
you
think
might
be
important
in
the
future
that
you
aren’t
being
taught?
Do
you
think
about
that?
Umm,
not
really,
because
school
is
school
and
it
is
a
lot
better
now
than
it
was.
And
they
would
probably
tell
you
if
there
was
something
that
you
needed
for
the
future.
High
school
mainly
covers
the
things
that
you
don’t
cover
in
primary
school.
So
you
think
we
are
covering
everything
pretty
well?
Yeah.
You
explained
to
me
what
you
think
is
a
text,
what
part
do
you
think
gives
you
the
most
information?
Umm,
That’s
a
hard
question...
Well,
maybe
tell
me
some
of
the
texts
that
you
have
been
using
this
week?
Well
there
is
the
refugee
diary
and
not
necessarily
this
week
but
we
had
to
write
that
persuasive
text,
I
really
liked
that
and
really
just
the
main
points
and
ideas
of
the
story
that
help
you
understand
the
text.
So
it
is
probably
the
handwriting
rather
than
the
pictures
that
help
me.
Like
they
say
‘
a
picture
tells
a
thousand
words’
it
never
tells
you
what
it
is
straight
away,
it
makes
you
have
to
think
about
it.
Whereas
the
words
are
telling
you
instead
of
having
to
think
about
it.
So
do
you
enjoy
being
told
information
straight
away
instead
of
thinking
about
it?
Yes.
If
you
were
a
teacher
for
a
day,
what
do
you
think
you
would
teach
that
isn’t
being
taught?
Oh
God.....
Algebra!
Why
Algebra?

79. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
79
Haha
because
it
looks
cool
and
lot’s
of
my
friends
are
showing
me
algebra
and
I
find
it
the
most
fun
part
of
maths.
What
about
literacy?
Probably
persuasive
text,
because
I
just
love
them
because
I
like
to
use
a
lot
of
humour
when
I
am
writing
them.
What
about
advertising?
That
is
a
persuasive
text
would
you
agree?
Yeah
So
what
about
things
like
advertising,
movies,
podcasts?
Well
those
are
quite
fun,
yes
they
are
really
fun!
They
are
a
way
of
learning
that
is
really
quite
fun.
They
are
also
a
thing
that
makes
you
think
for
yourself,
you
are
asked
to
write
something
for
yourself
without
being
told
what
to
do.
For
example
we
had
to
make
an
ad
about
bullying,
we
just
had
a
topic,
you
couldn’t
ask
the
teachers
could
we
do
this?
you
just
had
to
do
it.
That
is
a
lot
of
year
6
this
year,
they
say
you
are
going
to
write
about
this
and
you
just
have
to
do
it.
So
do
you
like
it
when
you
have
more
freedom?
Yeah.
But
did
you
like
working
in
film
or
pictures
or
sound?
Well
I
love
being
the
centre
of
attention
so
I
liked
film,
my
camera
roll
is
full
of
films
instead
of
pictures.
Do
you
think
you
could
do
the
same
persuasive
task
using
words
and
pictures?
Yeah,
well...Text
is
more
of
a
thing
that
is
meant
for
school.
Text
is
more
of
a
thing
that
you
do
everyday
whereas
film
is
more
of
a
thing
that
you
do
on
a
one
off
basis.
You
need
to
learn
a
lot
more
about
text
and
writing
because
you
will
do
that
more
in
the
future
than
you
will
do
making
videos.
I
want
to
think
about
what
sort
of
things
you
enjoy
doing
when
you
get
home?
I
get
home
and
I’m
alone
and
I
collapse
on
the
couch
and
watch
tv
and
then
about
5
mins
later
mum
will
call
and
she’ll
say
“you’re
not
watching
tv
are
you?”,
I
kind
of
work
my
way
through
things,
I
do
my
reading
then
I
do
my
homework
and
I
have
a
tutor
who
is
a
friend.
You
talked
about
watching
tv,
do
you
watch
a
lot
of
films
or
do
you
listen
to
music?
Or
do
you
go
online
a
lot?
Umm,
I
used
to
go
online
A
LOT!
And
I
still
do
on
the
weekends.
For
the
first
couple
of
weeks
I
was
allowed
to
go
home
on
my
own
I
kind
of
just
sat
down
and
watched
tv
and
was
on
social
networking
for
hours.
But
now
not
so
much,
I
found
that
I
could
use
the
time
to
get
stuff
done.
I
don’t
actually
enjoy
being
at
home
alone
without
any
sound
or
something
moving.
So
I
usually
put
the
tv
on
and
put
it
on
mute
and
go
and
do
my
assignment
or
something
or
put
on
some

80. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
80
music.
Sometimes
Rose
and
I
will
help
each
other
on
Facetime,
like
I’ll
ask
her
what
are
we
supposed
to
do
with
the
inquiry
task?
Or
what’s
this
and
that?
That’s
good.
Do
you
like
communicating
on
Facetime?
YES,
Everyone
loves
it.
Some
people
are
on
at
10pm
and
they
are
like
“do
you
want
to
Facetime?”
and
I’ll
be
like
“I’m
not
allowed
to
be
on
Facetime
at
this
time.”
Do
you
do
that
for
enjoyment
or
to
help
people
out?
A
bit
of
both
really,
it
depends
on
what
situation
you
are
in.
Usually
Rose
and
I
walk
home
and
sometimes
I’ll
say
‘I
don’t
know
what
to
do
for
the
Inquiry
task’
and
she’ll
say
‘I’ve
got
to
go
now
but
I’ll
face
time
you
tonight’.
It’s
just
another
way
of
working
through
things.
A
lot
of
other
people
just
use
it
as
a
social
thing
to
talk
about
other
stuff.
My
parents
have
figured
out
when
I
am
using
wi-­‐fi
so
they
know
if
I
am
using
it
in
bed
and
they
have
stopped
me,
so
everyone
else
is
on
it
at
a
very
late
time
and
I
am
just
sleeping.
You
said
that
you
used
to
use
a
lot
of
social
media,
can
you
tell
me
what
accounts
you
had?
Well
I
used
to
have
something
called
Touch,
which
is
a
text
messaging
thing,
but
I
got
a
lot
of
people
that
I
didn’t
know
and
some
were
very
rude.
And
then
I
had
a
few
celebrities
that
weren’t
really
celebrities
and
I
was
getting
too
many
messages
because
I
was
getting
added
to
too
many
groups
I
didn’t
know.
It
was
getting
out
of
control
so
I
don’t
have
that
anymore.
Umm,
everyone
has
a
thing
called
Kick,
people
you
don’t
know
can
still
contact
you
but
you
can
delete
their
messages
and
stuff
so
it
is
a
little
more
safe.
And
Instagram,
I
definitely
have
an
account
on
Instagram.
Not
many
people
have
a
Skype
account
but
Facetime
is
the
exact
same
thing.
So
when
you
are
using
these
accounts,
do
you
do
it
just
for
fun?
Or
do
you
just
read
what
other
people
post?
Well
most
of
the
time,
lets
say
my
friend
is
going
to
come
over
on
Saturday
after
netball,
we
are
always
organising
stuff
in
the
morning
while
we
are
watching
tv.
We
might
even
leave
Facetime
on
while
we
are
getting
ready
for
netball.
So
is
it
mainly
for
organisation?
Yeah,
like
um
a
lot
of
the
time
I
have
to
organise
things
very
quickly
on
the
weekend
so
usually
my
friends
and
I
invite
one
another
out.
For
example
I
was
invited
to
the
park
and
I
Facetimed
another
friend
and
invited
them
too.
I
was
also
invited
to
a
party
on
Facetime
then
I
invited
someone
else
on
Facetime.
You
talked
about
some
issues
that
you
had,
Year
6’s
have
a
lot
of
issues
with
online
content.
Do
you
think
that
this
is
something
that
we
should
be
teaching
at
school?
Well,
we
have
kind
of
actually
learnt
that
so
a
recap
would
probably
work.
People
are
starting
to
get
more
social
media,
like
you
hear
about
year
4’s

81. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
81
wanting
to
follow
you
on
Instagram
and
you
think,
we
had
to
wait
until
we
were
in
Year
6,
can’t
you
just
wait
a
few
years
until
you
get
Instagram,
then
you
can
be
more
educated.
It
is
happening
a
lot
younger
than
it
should
be,
even
year
5
is
too
young.
I
don’t
talk
to
people
I
don’t
know
like
some
people
do.
I
talk
to
my
friends
so
I
can
catch
up
with
them
or
organise
things.
What
about
Blogs?
Do
you
have
a
blog?
No,
I
have
a
friend
who
used
to
have
a
blog
because
she
is
a
singer.
She
used
to
have
it
but
she
just
gave
up
on
it.

82. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
82
Appendix
6
A
sample
of
the
consent
forms
signed
by
all
research
participants.

83. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
83
Appendix
7
Student
Survey:
Attitudes
to
literacy.
On
the
line
below
mark
how
excited
you
are
about
coming
to
school
most
days?
1
10
What
is
your
favourite
subject?
Why?
Rank
in
order
of
preference
how
much
you
enjoy
each
Reading
Creating
videos
Describing
pictures
Speaking
to
a
group
Writing
Podcasts
Tick
which
of
these
activities
you
have
participated
in
this
week?
Text
messaging
Blogging
skype
twitter
Taking
photos
Making
videos
Making
music
on
a
computer
Reading
a
comic
book
• Circle
which
part
of
a
text
gives
you
the
most
information?
The
author
The
words
The
pictures
The
sounds
The
movement
• If
you
were
your
teacher
for
a
day
which
skill
would
you
think
is
the
most
important
to
teach?
Making
moving
images?
Making
music?
Writing
?
Reading?

84. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
84
Appendix
8
The
raw
collected
survey
data
used
to
generate
graphs
used
in
data
analysis.
Student perceived
engagement
Student G 8
Student M 9
Student B 8
Student P 9
Student E 7
Student L 8
Student C 8
AVERAGE 8.142857143
Rank in order of
preference. (6 being most
enjoyable)
Student
G
Student
M
Student
B
Student
P
Student
E
Student
L
Student
C
TOTAL
28 Reading 3 6 3 4 4 4 4
22 Describing Pictures 1 2 4 6 5 2 2
27 Writing 4 3 1 5 3 6 5
37 Creating Videos 6 5 6 3 6 5 6
18 Speaking to a group 2 4 2 2 2 3 3
15 Podcasts 5 1 5 1 1 1 1
Student Daily
Activities
TOTAL Student G
Student
M Student B
Student
P
Student
E
Student
L
Student
C
4 Text Messaging 1 1 1 1
0 Blogging
7 Skype 1 1 1 1 1 1 1
0 Twitter
7 Taking Photos 1 1 1 1 1 1 1
5 Making Videos 1 1 1 1 1
1
Making music on a
computer 1
1
Reading a comic
book 1

85. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
85
If you were a teacher for a day, what skills would you teach?
TOTAL
Student
G
Student
M
Student
B
Student
P
Student
X
Student
XX
Student
xxx
2
Making
moving
images 1 1
0
making
music
4 writing 1 1 1 1
2 reading 1 1
Teacher Daily activities
Teacher
6
Teacher
5
Teacher
4
Teacher
3
TOTAL
4
Text
Messaging 1 1 1 1
0 Blogging
0 Skype
1 Twitter 1
1
Taking
Photos 1
0
Making
Videos
0
Making
music on a
computer
0
Reading a
comic
book

86. Justin Cole
Student # 557426
Masters of Literacy: Literacy Leadership Research Project
86
Appendix
9
Definition
of
text
as
written
in
the
previous
three
Victorian
curriculum
documents
CSFII Texts
substrand
may
include
speeches
or
conversations,
novels,
storybooks,
newspaper
articles,
transactional
texts
such
as
letters,
invitations
or
interviews,
as
well
as
reports,
posters,
performances
of
plays
or
films,
and
advertisements.
Texts
also
include
the
communications
composed
on,
or
transmitted
by,
computers
or
other
technological
tools,
such
as
multimedia.
It
is
recommended
that
teachers
draw
material
from:
• literature
• everyday
texts
• media
texts
• workplace
texts.
As
these
categories
are
interrelated,
some
texts
may
belong
to
more
than
one
category.
(Victorian
Curriculum
and
Assessment
Authority,
2009)
VELS Texts
studied
in
English
include
a
range
of
written
and
spoken
texts,
from
informal
to
formal,
in
print,
electronic
and
multimodal
formats.
They
may
include
speeches
or
conversations,
novels,
storybooks,
newspaper
articles,
transactional
texts
such
as
letters,
invitations
or
interviews,
as
well
as
reports,
posters,
performances
of
plays
or
films,
and
advertisements.
Texts
also
include
the
communications
composed
on,
or
transmitted
by,
computers
or
other
technological
tools.
Teachers
draw
material
from:
(
Victorian
Curriculum
and
Assessment
Authority,
2009)
AusVELS Texts
provide
the
means
for
communication.
They
can
be
written,
spoken
or
multimodal,
and
in
print
or
digital/online
forms.
Multimodal
texts
combine
language
with
other
means
of
communication
such
as
visual
images,
soundtrack
or
spoken
word,
as
in
film
or
computer
presentation
media.
Texts
provide
important
opportunities
for
learning
about
aspects
of
human
experience
and
about
aesthetic
value.
Many
of
the
tasks
that
students
undertake
in
and
out
of
school
involve
understanding
and
producing
imaginative,
informative
and
persuasive
texts,
media
texts,
everyday
texts
and
workplace
texts.
(Australian
Curriculum
Assessment
and
Reporting
Authority
(ACARA),
2013)