Examination of images in Australian standardised writing assessments: a case for recognising social and cultural disadvantage

Bates, Katherine

doi:10.1080/10350330.2017.1292629

Cited by 2 publications

(1 citation statement)

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“…This body of work brought attention to the neglected aesthetic aspect of nature and identified that the first step in developing stewardship for 'place' is to establish connections through pleasurable experiences of the aesthetics in 'place'. We move forward to the twenty-first century, where arguments about the growing dominance of images are made (Kress & Van Leeuwen, 2010), so much so that understanding this modality can be taken as a given, underestimated, or ignored, bringing its own set of complications (Bates, 2018). Secondly, 'visual semiotics' is understood to have a close functional association with oral and written language and is a suitable modality to utilise when learning to read.…”

Section: Teacher As the Producer Of Visual Resourcesmentioning

confidence: 99%

Nature immersions: teaching reading through a real-world curriculum

Bates

2023

Aust. J. environ. educ.

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Debates about teaching reading have long been a part of educational vernacular, frequently reduced to polarised views about phonics. This attention can unnecessarily divert from the cumulative skills required for learning to read and comprehensive research, which indicates the positive influence of systematic phonics instruction on students’ reading outcomes. Australian education has recently moved beyond these reading wars to include explicit phonics instruction in a reformed national English Curriculum. This provides an opportune time to engage preservice teachers entering the workforce with strategies that explicitly teach these skills while nurturing young people’s ecological consciousness through positive nature connections. With this focus in mind, a participatory action research project involving preservice teachers was undertaken, from which an Eco-Conceptual Framework ensued. The project put immersive activities in place, promoting transdisciplinary ways to develop learners’ connections with nature using images collected from participants’ real world when learning to read. Results indicate that action research energised preservice teachers’ perceived knowledge, self-efficacy about teaching early reading utilising place and skills in designing visual resources. It brings attention to the critical influence of preservice teachers’ dispositions and preferred natural spaces on what images are collected and offered when designing early reading activities utilising the natural world.

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Section: Teacher As the Producer Of Visual Resourcesmentioning

confidence: 99%