Papers by Annemaree O'Brien
The Australian Journal of Language and Literacy, Nov 1, 2022
The article should be regarded as part of the Special Issue "Literacy, teachers and policy: a man... more The article should be regarded as part of the Special Issue "Literacy, teachers and policy: a manifesto for a new world of communication," Vol. 45, Num. 3. The article was published in Vol. 45, Num. 2 by mistake.
Contemporary approaches to literacy embrace digital and multimodal communication, and this is inc... more Contemporary approaches to literacy embrace digital and multimodal communication, and this is increasingly recognised in the syllabi prescribed by various education authorities across the world. Insufficient attention has been given to the evaluation of multimodal texts in ways which are semiotically grounded, accessible to the teacher and scalable to larger research studies. We present an evaluation instrument that addresses these requirements. The application of this instrument to 81 texts drawn from 17 classes has established the viability of the approach and allowed a subset of 'high achieving' classes to be identified. The derivation of the instrument is described in detail, the final form presented, evaluator guidelines elaborated, and the rating scales developed in full. Limitations are discussed along with recommendations for further work and development, but as an evaluation initiative the current work is presented as an important contribution to the continued development of multimodal pedagogy.
Screen education, 2005
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Australian Educational Computing, Jul 1, 2010
The world which students inhabit is increasingly digital, multimedia and online. Unquestionably, ... more The world which students inhabit is increasingly digital, multimedia and online. Unquestionably, students are active consumers of a very wide range of text, including: books, newspapers, magazines, movies, radio, television, DVDs, texting, youtube, Web pages, facebook, blogs, twitter, MSN, podcasts, ipods, and online games. And not merely consumers, but also producers: it has been reported that over half of all American teens, and 57% of those who use the internet, are media creators, having published some form of multimedia such as blogs, webpages or videos (Jenkins, 2006), and it would be reasonable to suggest that the situation is similar in Australia. There is, however, something of a pedagogic chasm between writing pedagogies of the past still dominating most children's school experience and the multimodal, dynamic publishing practices that increasingly children routinely engage in. Although several studies report sophisticated multimedia authoring by children out of school (eg Chandler
Australian Screen Education Online, 2003
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Screen education, 2005
Where do you start? Your school has a digital movie camera and you want to use it with your stude... more Where do you start? Your school has a digital movie camera and you want to use it with your students. Take the plunge. With a little preparation and loads of ingenuity, you and your students will soon be creating cinematic masterpieces, learning much as you go and having a lot of fun.
Babel, 2019
Although distance models for languages programs have shifted in recent years from a marginalised ... more Although distance models for languages programs have shifted in recent years from a marginalised practice to being regarded as innovative (White, 2017), questions persist about what knowledge schools and teachers need to deliver them successfully. In this article we explore these questions through a study of using videoconferencing to provide access to specialist language teachers in primary schools in regional and remote areas in Australia. To frame the issues, we draw on the ‘technological pedagogical content knowledge’ (TPACK) framework (Koehler & Mishra, 2005; Mishra, 2018) which places emphasis on understanding the relationship between three areas of teachers' knowledge: content, pedagogy, and technology. Based on our case study findings, we argue that a deeper understanding is needed of the relationship between technological and pedagogical knowledge, and that the understanding of technology needs to encompass the role of infrastructure and infrastructural planning (Garrett, 2009) in order to best attend to the specific nature of language learning and teaching
University of Technology Sydney, 2010
The Australian Journal of Language and Literacy
The article should be regarded as part of the Special Issue "Literacy, teachers and policy: a man... more The article should be regarded as part of the Special Issue "Literacy, teachers and policy: a manifesto for a new world of communication," Vol. 45, Num. 3. The article was published in Vol. 45, Num. 2 by mistake.
The Australian Journal of Language and Literacy
This paper explores how changing digital literacy practices in educational contexts require that ... more This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the ‘datafication of everyday life’ (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are r...
Babel, 2019
Although distance models for languages programs have shifted in recent years from a marginalised ... more Although distance models for languages programs have shifted in recent years from a marginalised practice to being regarded as innovative (White, 2017), questions persist about what knowledge schools and teachers need to deliver them successfully. In this article we explore these questions through a study of using videoconferencing to provide access to specialist language teachers in primary schools in regional and remote areas in Australia. To frame the issues, we draw on the ‘technological pedagogical content knowledge’ (TPACK) framework (Koehler & Mishra, 2005; Mishra, 2018) which places emphasis on understanding the relationship between three areas of teachers' knowledge: content, pedagogy, and technology. Based on our case study findings, we argue that a deeper understanding is needed of the relationship between technological and pedagogical knowledge, and that the understanding of technology needs to encompass the role of infrastructure and infrastructural planning (Garrett, 2009) in order to best attend to the specific nature of language learning and teaching
CHA091138 Multimodal Authoring Pedagogy CHALLENGES IN THE DEVELOPMENT OF A MULTIMEDIA AUTHORING P... more CHA091138 Multimodal Authoring Pedagogy CHALLENGES IN THE DEVELOPMENT OF A MULTIMEDIA AUTHORING PEDAGOGY Paul Chandler, Annemaree O'Brien and Len Unsworth University of New England Paper presented at the Australian Association for Research in Education, Canberra, November/December 2009. Correspondence in relation to this article should be sent to Paul Chandler, c/-Australian Children's Television Foundation, Level 3, 145 Smith St, Fitzroy, Victoria, 3065. e-mail: paul. chandler@ une. ...
Australian Screen Education, 2001
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The study reveals that with a simple guide to production, some basic equipment and lots of imagin... more The study reveals that with a simple guide to production, some basic equipment and lots of imagination, students at all year levels can make simple films across the curriculum. The aim is to produce short, good quality video stories that are well thought-out, tightly scripted, well recorded, and carefully edited and one to three minutes in length and student films can be made in two ways: Conventional shoot with postproduction; Simple in-camera edit.
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Papers by Annemaree O'Brien