Glossary

action learning

A process in which a group of people come together more or less regularly to help each other learn from their experience. (Dick 1997)

action research

A (usually cyclic) process by which change and understanding can be pursued at the one time, with action and critical reflection taking place in turn. The reflection is used to review the previous action and plan the next one. (Dick 1997)

appreciative enquiry 4-D model

An approach to organisational analysis and learning intended for discovering, understanding and fostering innovations in social organisational arrangements and processes. The process involves interviewing and storytelling to draw the best of the past to set the stage for effective visualisation of what might be. (Cooperrider & Srivastva 1987)

assessment

The purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning. In an outcomes approach to education, the assessment process involves:

providing students with opportunities to demonstrate core learning outcomes
gathering and recording evidence about students' demonstrations of these core learning outcomes
using this evidence as the basis for making overall judgments about students' demonstrations of core learning outcomes (Years 1-10 Curriculum Framework)

authentic pedagogy

The term authentic pedagogy was coined during a study of the organisation and structure of schools at the University of Wisconsin. It refers to learning which includes intellectual quality, sustained conversation, depth of knowledge and understanding, and connectedness to the world. Education Queensland has adopted this term as part of the productive pedagogies initiative. Further information about the original study at the University of Wisconsin can be found at the CORS website, viewed 17 July 2002, http://www.wcer.wisc.edu/archives/completed/cors/default.htm

Center on Organization and Restructuring of Schools (CORS)

Wisconsin Center for Education Research 2001, University of Wisconsin-Madison, Center on Organization and Restructuring of Schools, viewed 9 April 2002, http://www.wcer.wisc.edu/archives/completed/cors/default.htm

(The Center is now closed but information is available on this website.)

communication

The effective exchange of information.

converging technology

The term 'converging technologies' is used to refer to the merging of technologies in the communications (including telecommunications) field and in the computer and information technology field. This is occurring due to the digitisation (i.e. reducing them to binary ones and zeros) of text, voice and graphics, enabling these forms of communication, traditionally delivered by distinct modes of transmission, to be treated as digital streams and delivered by a range of modes. National Board of Employment, Education and Training 1994

curriculum

The aggregate of courses of study given in a school, college, university, etc. (Macquarie Concise Dictionary, 3rd edn, 1998)

DVD

Digital Versatile Disk, formerly Digital Video Disc. An optical storage medium with improved capacity and bandwidth compared with the Compact Disc.-FOLDOC.

design

This term was coined by the New London Group in 1996 and was further elaborated by Cope and Kalantzis in 2001. It draws attention to the social nature of literacy as the vehicle through which people construct and change their world, and their attitudes, values and views about the world. The term suggests that literacy is the vehicle through which we design our world, and that we need tools of design to engage in designing our world. The term tools of design encompasses the grammar and vocabulary which enable us to understand and discuss how patterns of meaning are constructed through a range of semiotic systems. These semiotic systems (systems of signs and meanings) are described as designs. Six designs were seen as essential-linguistic design, visual design, audio design, gestural design, spatial design and multimodal design. (Multimodal designs incorporate combinations of other designs-for example, linguistic and visual.)

diversity

Variation in social, economic, cultural, linguistic and personal characteristics seen among individuals in a group.

future literacies

Texts and technologies of communication not yet invented.

genre

Any purposeful activity that is characteristic of a cultural community. It has a characteristic staged generic structure-for example, fable, debate, spy novel, buying and selling, commercial and short news report.-English syllabus.

graphophonic

To do with patterns of relationships between letters and sound.

hybrid

Composed of more than one genre of text.

hypertext

Combination of linked verbal and non-verbal information (also known as hypermedia).

information

Data, that is, facts, figures-anything that the mind can perceive, imagine or measure-organised into forms that people can understand.

information technology

Applied computer systems including:

hardware-a computer and the associated physical equipment directly involved in the performance of data-processing or communications functions
software-the programs, routines, and symbolic languages that control the functioning of the hardware and direct its operation

and often including:

network (also called a net)-a system of computers interconnected by telephone wires or other means (such as infra-red beam or fibre optic cable) in order to share information
telecommunications-the electronic systems used in transmitting messages, as by telegraph, cable, telephone, radio or television.

interactive

Refers to the fact that many texts (particularly those delivered via new technologies) have multiple paths and choices, inviting the reader to choose their path through the text. Interactive texts are rarely constructed to be read in linear sequence.

intersection

The coming together in one student of a number of characteristics that influence teaching and learning. For example, one student might be male, low socioeconomic level and Torres Strait Islander, and another may be female, non-English-speaking background and high socioeconomic level. It is the intersection of such characteristics that makes each student unique. All these characteristics, and the ways in which they come together for each student, have to be considered when developing literacy programs and appropriate pedagogy.

LDC Administrator

A principal or deputy principal of the school at which an LDC (Literacy) is based, who takes responsibility for facilitating the work of the Centre.

Learning and Development Centre (Literacy)

Twenty Learning and Development Centres (LDCs) were established by Education Queensland in 2000 for learning and professional sharing of excellence in literacy teaching and practices to improve student learning outcomes. Goals and key objectives are to:

develop the LDC (Literacy) as a site of excellence in literacy teaching and learning
provide personnel with quality learning and development opportunities and support in the systemic literacy priorities of whole-school planning, community partnerships and the teaching of reading
provide personnel with quality learning and development opportunities and support in those aspects of literacy teaching that are self-identified as strengths and aligned to systemic literacy frameworks. (Learning & Development Centre [Literacy] Resource Agreement)

LDC Coordinator

The teacher position attached to the Learning and Development Centre (Literacy) to coordinate the services provided through the Centre.

literacy

The flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken language, print, and multimedia. By 'flexible' we mean that students are able to adjust and modify the performance to better meet contextual demands and variable situations. By 'sustainable' we emphasise maintenance and achievement over time. 'Mastery' involves performance characterised by high achievement. 'Repertoires' involves sets of options for the complex performance of literacy practices. (Literate Futures: Report, p. 9)

multimediated

The blended systems of linguistic and non-linguistic sounds, and visual representations of digital and electronic media. These require 'multiliteracies' that entail the processing, interpretation and critical analysis of online and on-screen sources of information that blend print information with visual, audio and other forms of expression (The New London Group 1996). This includes what have variously been called 'media literacy' and 'computer literacy' over the past decade. (Literate Futures: Report, p. 11)

multiliteracies

The term multiliteracies implies many literacies. It acknowledges that literacy goes beyond language alone, embracing other modes of representation which arise from technology and the impact of culture and context. The term multiliteracies acknowledges that, in some cultures, some modes of representation have more authority than others, hence the need to view literacy as embracing forms of representation other than those of the printed word.

The digital-boom economies are predicated on the emergence of new economies that are driven by multiliteracies. Not to have access to, control over and power with the new literacies is to risk relegation to the wrong side of the emergent 'digital divide'.

(Literate Futures: Report p. 11)

Multiliteracies has three essential components:

acknowledging and understanding that cultural and linguistic diversity lead to multiple literacies
embracing the diverse literacy practices offered and demanded by the new information technologies
engaging in social critical literacy practices enabling active citizenship and shaping one's social future.

Partnership Agreement (PA)

A strategic planning document for Enhanced Flexibility Option 2 (EO2) schools that spans a three year period and informs the development of the Annual Operational Plan (AOP). Annual adjustments can be made to build on success and reflect change in the school community. (School Planning and Accountability Framework Kit 2002)

pedagogy

Function, work or art of a teacher; teaching; instruction. (Macquarie Concise Dictionary, 3rd edn, 1998)

practices

Social: the cultural and social activities through which we share our cultural knowledge, beliefs and values. (Macquarie Concise Dictionary, 3rd edn, 1998)

Reading: reading is conducted in a range of contexts and for many different purposes. Each reading situation requires particular reading practices (such as code breaking or meaning making) suited to the purpose and context of the reading activity. The reader draws on appropriate social, cultural and cognitive resources to engage in the reading practice.

productive assessment

The alignment of pedagogic and assessment practices, which is achieved when a teacher's understanding of how students learn is expanded through the use of assessment literacy. (QSRLS)

productive leadership

Productive leadership is evident when there is a focus on the alignment of pedagogy, curriculum and assessment. (QSRLS)

productive pedagogies

A balanced theoretical framework used for critically reflecting upon teacher's work. Productive pedagogies is a tool to engage teachers in substantive conversation about the link between students' outcomes and pedagogy. (QSRLS)

Queensland State Education-2010 (QSE-2010)

A broad description of the future for education in Queensland. Available on web site, viewed 17 May 2002, http://education.qld.gov.au/corporate/qse2010/index.html

Queensland School Reform Longitudinal Study (QSRLS)

The most extensive observation study of classroom practices conducted in Australia. Researchers made detailed observations and statistical analyses of 975 classroom lessons offered in 24 EQ schools over three years. Commissioned by Education Queensland, it was conducted by researchers from the School of Education, The University of Queensland, from 1998 to 2000. (QSRLS)
http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/index.html

reading

A social practice that draws on a repertoire of social, cultural and cognitive resources to construct and reconstruct meanings from various traditional and multimodal texts. It is enacted in different ways, for different purposes, in a variety of public and domestic settings. Reading is therefore a cultural, economic, ideological, political and psychological act. (Literate Futures: Reading [draft], p. 24)

School Curriculum Plan

A school curriculum plan gives details of the what, when and how of the teaching-learning process in a particular school across the different years and stages of schooling. (Years 1-10 Curriculum Framework, p. 5)

School Improvement and Accountability Framework (SIAF)

The new School Improvement and Accountability Framework (SIAF), finalised in July 2002, contains the policy and guidelines for Education Queensland's school planning and reporting, based on Destination 2010, the implementation plan for Queensland State Education-2010.

The new Framework streamlines the planning processes for schools, is more integrated, decreases paperwork, and has a clear focus on student achievements, quality improvement and enhanced accountability. [Replaces School Planning and Accountability Framework (SPAF).]

School Planning and Accountability Framework (SPAF)

In developing the strategic planning document, the School Planning Overview/Partnership Agreement, schools are to consider and plan how they can best address the department's strategic vision as set down in QSE-2010 and the various departmental initiatives and policies. (Literate Futures: Whole-school Literacy Planning Guidelines, p. 23)

social critical

A social critical theory of literacy is based in the view that literacy is constructed from social practice. That is, all social practices (such as discussing, justifying, listening, playing, reading, speaking, thinking, viewing or writing) involve literate activities of some kind. Through these literate practices we construct and reconstruct our ideas about the world. Because literate practices lead to the shaping of ideology and attitudes, the development of critical literacy skills is considered an essential component of social critical theory.

Critically literate people understand how texts work, who benefits from their construction, and who controls access to them. Because of this they have the power to make informed decisions about how they will use text, and what authority they will accord it. Critically literate people will therefore have the power to transform their social futures. A social critical view of literacy also acknowledges that, because society is continually changing, literacy and the way it is enacted in social situations will continue to change.

students at educational risk

Students at educational risk are defined as those students who do not complete Year 12 (or equivalent), or whose educational outcomes are considerably below their potential. This policy calls upon teachers and schools to improve the levels of achievement of those students, and to increase the proportion who complete Year 12 (or equivalent) schooling. (Building Success Together)

strategy

A strategy is

a planned, deliberate procedure
goal-oriented (has an identifiable outcome)
achieved with a sequence of steps
subject to monitoring and modification (Literate Futures: Whole-school Literacy Planning Guidelines, p. 14)

text

The term 'text' means whatever is to be 'read'. A text [from the Latin textus (tissue), texere (weave)] is made by weaving together a combination of signs and symbols in designs intended to make meaning.
The range of texts includes those which are

spoken (e.g. oral stories, jokes, rhymes)
handwritten (e.g. letters, notes, cards, essays)
printed (e.g. books, magazines, fanzines, newspapers, journals, catalogues, comics)
electronic (e.g. CD-ROMs, e-mail, websites, television programmes, videos, films, cartoons)
physical (e.g. plays in performance, signing)

Texts are often multimodal-for example:

TV adverts (moving image, voice over)
picture storybooks (words, pictures) maps (words, symbols)
text books (words, diagrams, photographs, symbols)
comics (words, pictures, signs)
illuminated manuscripts (words, pictures, graphics)
film (moving image, spoken and written words, gestures, expressions, special effects).

Different combinations of modes require different reading patterns-for example, reading a narrative involves a predominantly linear progression; reading a CD-ROM is multidirectional. (NATE Position Paper)

transformation

As the reader engages critically with texts, interacting, constructing meaning and responding, reacting or taking action, the reader is transformed in some way. This transformation may involve some form of social change in the future.

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References

[Building Success Together] Education Queensland 2000, Building Success Together: The Framework for Students at Educational Risk, State of Queensland (Department of Education), Brisbane.

Cooperrider, D & Srivastva, S 1987, 'Appreciative inquiry in organizational life', in Research on Organizational Change and Development, Vol. 1, ed R Woodman & W Passmore, JAI (Elsevier Science), Greenwich, CT, pp. 129-169.

Cope, B & Kalantzis, M 2001, 'Putting multiliteracies to the test', ALEA Today, available on website, viewed 10 July 2002, http://www.alea.edu.au/multilit.htm

Dick, B 1997, Action learning and action research, [online], viewed 14 May 2002, http://www.scu.edu.au/schools/sawd/arr/actlearn.html#a_al_al

[DoEM] Queensland Department of Education 2002, Department of Education Manual: Student Management-SM-17: Students at Educational Risk, State of Queensland (Department of Education), Brisbane, available on web site, viewed 17 May 2002, http://www.education.qld.gov.au/policies/doem/studeman/sm-17000/sections/procedur.htm

Fiske, J 1987, Television Culture, Methuen, London, p. 14.

Gee, JP 1996, Social Linguistics and Literacies: Ideology in Discourses, Taylor & Francis, London, UK & Bristol, PA.

Learning & Development Centre (Literacy) Resource Agreement, 25 January 2001, State of Queensland (Department of Education internal document), not published.

[Literate Futures: Reading] Education Queensland 2002, Literate Futures: Reading , State of Queensland (Department of Education) Brisbane.

[Literate Futures: Report] Education Queensland 2000, Literate Futures: Report of the Literacy Review for Queensland State Schools, State of Queensland (Department of Education) Brisbane.

[Literate Futures: Whole-school Literacy Planning Guidelines] Education Queensland 2002, Literate Futures: Whole-school Literacy Planning Guidelines, State of Queensland (Department of Education), Brisbane.

NATE Position Paper, available on website, viewed 14 May 2002, http://www.nate.org.uk/papers/lit.html

National Board of Employment, Education and Training 1994, Converging Communications and Computer Technologies: Implications for Australia's Future Employment and Skills, discussion paper, Commonwealth of Australia (Employment and Skills Formation Council), Canberra, available on website, viewed 10 July 2002, http://www.nla.gov.au/misc/nbeetrep.html

Newmann FM & Associates 1996, Authentic Achievement: Restructuring Schools for Intellectual Quality, Jossey Bass, San Francisco.

New London Group 1996, 'A pedagogy of multiliteracies: Designing social futures ', Harvard Educational Review, 66(1): 60 �92.

[QSRLS] Education Queensland 2001, The Queensland School Reform Longitudinal Study: A Strategy for Shared Curriculum Leadership. Teachers' Summary State of Queensland (Department of Education), Brisbane.

[School Planning and Accountability Framework 2002] Education Queensland 2001, School Planning and Accountability Framework Kit 2002, State of Queensland (Department of Education), Brisbane.

Selfe, CL 1999, Technology and Literacy in the Twenty-First Century: The Importance of Paying Attention, Southern Illinois University Press, IL.

[Years 1-10 Curriculum Framework] Education Queensland 2001, Years 1-10 Curriculum Framework for Education Queensland Schools: Policy and Guidelines, State of Queensland (Department of Education), Brisbane, available on web site, viewed 16 May 2002, http://education.qld.gov.au/public_media/reports/curriculum-framework/html/p4_ap.html

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