文章基本信息

标题：Editorial.
作者：Rennie, Jennifer
期刊名称：Australian Journal of Language and Literacy
印刷版ISSN：1038-1562
出版年度：2014
期号：October
语种：English
出版社：Australian Literacy Educators' Association
摘要：The first three articles focus on research around reading. In the first article, 'Making connections: The nature and occurrence of links in literacy teaching and learning', Judy Parr and Stuart McNaughton revisit important links between reading and writing and present and discuss the empirical application of a framework for analysing the nature of the links that teachers make in reading and writing learning experiences. In the second article, 'The Role of Semiotic Resource Complexes in Emergent Multimodal Reading Processes: Insights From a Young Student's Reading of a Comic Book', Jason Ranker examines how a young child makes meaning as they engage with a multimodal comic book text and discusses pedagogical implications for the role teachers might play in this process. The third article, 'Are Western Australian adolescents keen book readers?' by Margaret Merga returns to traditional print texts and reports on a study which investigated the reading habits of 520 adolescents in Western Australia finding that 'book' reading was not high on the agenda for these students, particularly boys. In the next article, 'Children's Emotions and Multimodal Appraisal of Places: Walking with the Camera', by Kathy Mills, Len Unsworth, Alberto Bellocchi, Ji Yong Park and Stephen Ritchie we return to ideas around multimodality. In this paper the authors explore the affordances and constraints of multimodal design to represent emotions and appraisal associated with young children experiencing their local environment. In the fifth article, 'Teaching early writers: Teachers' responses to a young child's writing sample', Noella Mackenzie reports on a study which explores the important connection between drawing and early writing. When analysing the responses of 228 teachers to a young child's writing sample she found that some teachers focused on print conventions and accuracy when reviewing young children's writing samples, and seemingly undervalued their drawings. Finally in the last article, 'Teachers as mediators: formative practices with assessment criteria and standards', Joanne Dargusch turns to the assessment practices in senior English classes and highlights the processes teachers use to mediate criterial knowledge for their students and the way in which this mediation can influence student engagement with assessment criteria and standards. We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.
关键词：Comic books;Comic books, strips, etc.;Periodical articles

Editorial.

Rennie, Jennifer

Welcome to the October edition of AJLL. The issue comprises a variety of articles that report on literacy research nationally and internationally.

The first three articles focus on research around reading. In the first article, 'Making connections: The nature and occurrence of links in literacy teaching and learning', Judy Parr and Stuart McNaughton revisit important links between reading and writing and present and discuss the empirical application of a framework for analysing the nature of the links that teachers make in reading and writing learning experiences. In the second article, 'The Role of Semiotic Resource Complexes in Emergent Multimodal Reading Processes: Insights From a Young Student's Reading of a Comic Book', Jason Ranker examines how a young child makes meaning as they engage with a multimodal comic book text and discusses pedagogical implications for the role teachers might play in this process. The third article, 'Are Western Australian adolescents keen book readers?' by Margaret Merga returns to traditional print texts and reports on a study which investigated the reading habits of 520 adolescents in Western Australia finding that 'book' reading was not high on the agenda for these students, particularly boys. In the next article, 'Children's Emotions and Multimodal Appraisal of Places: Walking with the Camera', by Kathy Mills, Len Unsworth, Alberto Bellocchi, Ji Yong Park and Stephen Ritchie we return to ideas around multimodality. In this paper the authors explore the affordances and constraints of multimodal design to represent emotions and appraisal associated with young children experiencing their local environment. In the fifth article, 'Teaching early writers: Teachers' responses to a young child's writing sample', Noella Mackenzie reports on a study which explores the important connection between drawing and early writing. When analysing the responses of 228 teachers to a young child's writing sample she found that some teachers focused on print conventions and accuracy when reviewing young children's writing samples, and seemingly undervalued their drawings. Finally in the last article, 'Teachers as mediators: formative practices with assessment criteria and standards', Joanne Dargusch turns to the assessment practices in senior English classes and highlights the processes teachers use to mediate criterial knowledge for their students and the way in which this mediation can influence student engagement with assessment criteria and standards. We hope that you enjoy reading these articles and look forward to receiving contributions from teachers and researchers.