Editorial introduction.

Statkus, Susan ; Rohl, Mary ; Rivalland, Judith 等

This first issue for the year, which is, of course, put together around Christmas time, looks a little like a Christmas box, full of varied and exciting possibilities.

We open with a challenging and thought-provoking dissertation by Guy Broadley on his perceptions of the state of literacy education in New Zealand. In 'Seeing forward looking back: the New Zealand literacy picture', Broadley moves us through the changes of the past forty years with the shifts between phonics and whole language, from decontextualised word analysis to meaning-making in linked reading and writing sessions.

As a teacher educator Broadley examines the contentious issue of the decreasing quality of the intake in universities as a factor affecting a perceived slide in literacy standards. He also takes note of the increasing proportion in schools of children from low socio economic status and a lack of in-service courses for teachers. His conclusions offer a challenge to the way we view the progress of literacy learning, and some issues to consider in the ongoing debate on literacy standards.

Sylvia Pantaleo shares a delightful research project in 'Young children engage with the metafictive in picture books'. Working with Grade 1 children in a Canadian school, Pantaleo used a range of postmodern picture books to stimulate awareness of metafictive devices employed by authors and illustrators. Through read-aloud sessions the discussions developed children's abilities to deconstruct and analyse texts in the pursuit of meanings. Pantaleo provides a useful list of metafictive devices and children's books which use them, which could encourage classroom teachers to follow this example.

An interesting facet developed in these activities is the link to using web-based texts where the same skills of non-linear strategies and understanding of visual literacy are employed. Pervading the whole discussion is a real sense of the children's delight in discovering new ways to view and understand the texts through the discussion sessions.

At the other end of the education spectrum, Josephine Ryan looks at adolescent readers in 'Young people choose: adolescents' text pleasures'. This study revealed the very different texts which form the basis of adolescents' out of school reading. Ryan discusses these texts, from movies and movie magazines, comics and gaming magazines to popular fiction, newspapers and the internet.

Gender and economic differences were seen to markedly influence the choice of texts, with a strong message given to teachers about valuing the choices young readers make. There is a rather humbling view by the students that their choices are not 'good enough' and are too far from the mainstream 'cultural heritage' texts valued in school to have any inherent value. Ryan suggests directions teachers can take to embrace students' interests and choices, and her survey must give some teachers pause for thought in their text selections.

Sharyn Roache-Jameson offers a glimpse into the reading experiences of kindergarten children in 'Kindergarten connections: a study of inter-textuality and its links with literacy in the kindergarten classroom'. The very young children in her study were aware of links between their literary experiences, between books and their school and home life and with their own personal world views. The children's perceptions are a joy to read and evoke that wonderful sense of discovery which makes teaching the pleasure it can be. Jameson concludes by considering the important role played by the teacher in building a classroom learning community which enables and encourages children to make such links.

Our final article reviews three of the major oppositions confronted by literacy teachers in the last fifty years: skills-based versus whole language; cultural heritage versus critical literacy; print versus multi-literacies. Kathy Mills in 'Deconstructing binary oppositions in literacy discourse and pedagogy' analyses the teaching strategies connected to each approach and suggests the strengths and flaws. Her analysis provides an interesting overview of the trends in teaching literacy and offers some challenges for the future. Her extensive references provide further reading for those who wish to explore some of the issues covered. For many experienced teachers it will be a little like a guided tour through their past teaching careers; for young teachers it provides salutary reminders of where today's practices have come from, and the history behind current approaches.

So, a very exciting and diverse selection for readers to select from, and a great way to start the year. We wish you a challenging and fulfilling 2005.