There is unequivocal evidence that student engagement in reading for enjoyment has many wide-rang... more There is unequivocal evidence that student engagement in reading for enjoyment has many wide-ranging and long-term benefits. Yet, obstacles are mounting in terms of complexities, constraints and contentions. In light of growing concerns around students’ reading attainment and the place of contemporary children’s literature, as well as the imminent release of the Australian Curriculum: English Version 9.0, this article is well-timed to elucidate reading instruction. As educators prepare for the revised curriculum, it is important to examine reading demands, student entitlements and classroom practices. In this article, I consider and categorise curriculum content for coherence and cohesion. I outline different facets of reading instruction. I emphasise the vitalness of student engagement in reading for enjoyment (RfE) and the need for a dedicated RfE program. With reference to Dewey’s (1934) theory of aesthetic experience, Maxwell’s (1974) definitions of reading and Kalantzis’ et al....
In a short essay titled “Why,” Virginia Woolf daringly questioned the ways in which knowledge is ... more In a short essay titled “Why,” Virginia Woolf daringly questioned the ways in which knowledge is produced, performed, and proclaimed as particular kinds of truths in institutions of power and authority, including academic writing. She subversively suggested, “The little twisted sign that comes at the end of the question has a way of making the rich writhe” and advised that such questions choose their “asking place with care”. In this article, we suggest that the “post” scholarship moment is the moment to ask new questions about the ways Woolfian inspired life-writing as a performance of self and social worlds might be engaged to trouble and open up what the “product” and performance of academic work, words, and worlds might come to be.
There is unequivocal evidence that student engagement in reading for enjoyment has many wide-rang... more There is unequivocal evidence that student engagement in reading for enjoyment has many wide-ranging and long-term benefits. Yet, obstacles are mounting in terms of complexities, constraints and contentions. In light of growing concerns around students’ reading attainment and the place of contemporary children’s literature, as well as the imminent release of the Australian Curriculum: English Version 9.0, this article is well-timed to elucidate reading instruction. As educators prepare for the revised curriculum, it is important to examine reading demands, student entitlements and classroom practices. In this article, I consider and categorise curriculum content for coherence and cohesion. I outline different facets of reading instruction. I emphasise the vitalness of student engagement in reading for enjoyment (RfE) and the need for a dedicated RfE program. With reference to Dewey’s (1934) theory of aesthetic experience, Maxwell’s (1974) definitions of reading and Kalantzis’ et al....
In a short essay titled “Why,” Virginia Woolf daringly questioned the ways in which knowledge is ... more In a short essay titled “Why,” Virginia Woolf daringly questioned the ways in which knowledge is produced, performed, and proclaimed as particular kinds of truths in institutions of power and authority, including academic writing. She subversively suggested, “The little twisted sign that comes at the end of the question has a way of making the rich writhe” and advised that such questions choose their “asking place with care”. In this article, we suggest that the “post” scholarship moment is the moment to ask new questions about the ways Woolfian inspired life-writing as a performance of self and social worlds might be engaged to trouble and open up what the “product” and performance of academic work, words, and worlds might come to be.
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