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2009 AATE/ ALEA National Conference, Wrest Point Conference Centre 9-12 July Biography Gabrielle Matters is Head of ACER Brisbane, Executive Secretary of the International Association for Educational Assessment, and Adjunct Professor at the Queensland University of Technology, with a doctorate in the field of psychometrics. She holds a BSc (UQ) and AMusA (QCM), and is a Fellow of the Australian College of Educators. Gabrielle has had extensive experience in education as a classroom teacher (physical sciences), school administrator, university lecturer, chemistry editor, researcher, advisor, test designer, and author. She has held executive management positions within the Australian education sector, prepared reports for the Australian and Queensland governments, and worked with education systems in Australia and overseas, most recently in Tajikistan. CONCURRENT SESSIONS 11.00 - 12.00 SATURDAY 11.00 - 12.00 Mezzanine Board Room Audience: Primary Secondary U-CAN Read Program: providing a literacy bridge for parents to assist their children to achieve in reading and writing KAYE LOWE, DEBBIE MARTENS This paper is about the evolution of a parent literacy intervention program designed to assist students in Years 3 -10. The University of Canberra through its Literacy Centre has successfully conducted parent programs for the last 25 years. The Centre has recently been transformed and expanded to become the National Capital Centre for Literacy Research. The Centre has a strong focus on strategic research as a means for expanding its agenda in parent education and literacy generally. The Centre’s parent education program is known as U-CAN Read. The parent program is a joint venture between the University of Canberra and the ACT Department of Education and Training. It supports students in Years 3-10 achieve literacy success by providing parents with knowledge about literacy acquisition and strategies to assist their children at home. The practices of the Centre reflect current best practice. Parents receive modeling and guidance through a twelve hour course followed by intensive tutoring with the parent and child. Strategies include the selection of appropriate texts, collaborative approaches to reading and writing and a positive approach to strengthening the parent child relationship. Literacy advisors work collaboratively with the child and parent to implement the strategies and guide learning. Local schools are kept informed and supported through opportunities for professional development and feedback to enhance the collaboration between students, parents, schools and the university in a multipronged approach to improving literacy outcome. Biographies Kaye Lowe is Director of the University of Canberra Literacy Centre. She has worked as Visiting Professor at the University of Kentucky, Senior Research Fellow at Charles Darwin University and Associate Dean at the University of Western Sydney. Kaye has worked in schools, tertiary institutions, jails and work places. She has completed projects of national significance and published widely. Debbie Martens is a literacy advisor for the U-CAN Read program. She has 14 years teaching experience from pre-school to Year 6. She is currently completing a Masters of Education focused on understanding and improving learning outcomes for students experiencing literacy difficulties and programs to support parents in literacy education. 68
Bridging Divides: ensuring access, equity and quality in literacy and English education 11.00 - 12.00 Stage 1 Audience: Secondary Tertiary The Macquarie PEN Anthology of Australian Literature: teaching texts for our times NICHOLAS JOSE, DONNA GIBBS The first half of the presentation will introduce the Macquarie PEN Anthology of Australian Literature, forthcoming in July 2009, as a major contribution to national literary infrastructure. What do we mean by and want from Australian literature today Reference will be made to recent community debate about Australian literature and its teaching in schools and universities. General editor Nicholas Jose will outline the conceptual basis of the Anthology, the collaborative process of its compilation and production, and the need for contextual and support material, among some of the issues in framing Australian literature for contemporary readers. In the second half of the session Donna Gibbs will talk about the Anthology from the perspective of what’s in it for educators. She will discuss ways of using the Anthology in the classroom for curriculum purposes and will outline how the website and online teaching guide that accompany the Anthology have been developed as a resource to support a variety of teaching approaches. She will also suggest ways in which the website can be used and provide an overview of the nature and scope of the focus units for both lower and upper secondary students. Biographies Nicholas Jose has a chair in writing in the Writing and Society Research Group at the University of Western Sydney and will hold a Harvard Chair of Australian Studies for 2009-10. He is general editor of the Macquarie PEN Anthology of Australian literature. His publications include fiction and essays. Donna Gibbs has worked as an English head teacher, an English inspector for the NSW Board of Studies, and as an associate professor in Education at Macquarie University. Her publications are on subjects ranging from children’s literature to cyberculture to curriculum in national and international contexts. SATURDAY 11.00 - 12.00 Derwent 2 Audience: Primary Secondary Practical ideas for teaching grammar: bridging the divide between a traditional and functional approach LINDSAY WILLIAMS The NAPLAN Language Conventions test encourages teachers to think of grammar as largely a process of identifying and labelling ‘parts of speech’. Such a traditional view is limited and limiting, having the potential to reduce access, equity and quality in literacy and English education. Instead, students require a context based functional approach that illustrates how parts of language work together to create meaning (NCTE, 2008). As the (draft) Framing Paper for a National English Curriculum (2008, page 6) puts it: ‘The goal here centres on the gradually more powerful conversion of ‘knowledge about’ language into a resource for effective reading, listening, viewing, writing, speaking and designing.’ In this workshop, participants will take part in three practical activities that demonstrate how the effective use of grammar can lead to more powerful and engaging teaching of: punctuation; critical evaluation of information texts; and creative writing that successfully manipulates the roles of the writer and reader. Biography Lindsay Williams taught in state and private schools for 25 years, 16 of those as a Head of English. He has been involved in a range of English curriculum projects and resources, and tutors in teacher education. In 2003, ETAQ presented him with the Peter Botsman Memorial Award for contributions to English in Queensland. 69
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