MyRead is a project of the Australian Association for the Teaching
of English (AATE)
and the Australian Literacy Educators Association (ALEA).
It has been funded by the Department of Education, Science and Training
Send MyRead feedback to AATE: email@example.com
Vervoorn & Rita van Haren
MyRead Project Developers
While collaborating on the MyRead
project, Janette Vervoorn and Rita van Haren have also been enjoying
the challenge of writing the ACT Department of Education and Community
Services Literacy and Numeracy Strategy. They have worked
together in delivering professional development in literacy to ACT
teachers from K-12, particularly in the First Steps resource,
and parent and learning support programs. They also have parallel
roles in their professional associations with Janette as president
of ALEA ACT and Rita as president of ACTATE.
MyRead Academic Advisor
Peter Freebody is Professor in the Faculty
of Education and Director of the Centre for Literacy and Language
Education Research at Griffith University. His research and teaching
interests are: literacy education; state and commonwealth policy
on literacy; interaction analysis with a particular focus on disadvantage,
health and literacy; and research methodology.
Peter’s recent publications include:
Lo Bianco, J. & Freebody, P. (2001).
Australian Literacies: Informing national policy on literacy
education. Canberra, ACT: Language Australia.
Freebody, P. (1999). Literacy education
in Australia and New Zealand. In D. Wagner, R.L. Venezky, &
B.V. Street (Eds.) Literacy: An International Handbook.
Boulder, CO. (US) Oxford (UK): Westview Press.
Freebody, P & Herschell, P. (2000)
The interactive assembly of social identity: The case of latitude
in classroom talk. International Journal of Inclusive Education.
Luke, A., Freebody, P. & Land, R. (2000)
Literate futures: Review of literacy education. Brisbane, Qld: Education
Freebody, P., Muspratt, S. & Dwyer,
B. (eds.) (2001) Difference, silence, and textual practice:
Studies in critical literacy. New Jersey: Hampton Press.
MyRead Finance Officer
Robyn has worked very efficiently as the
finance officer of the MyRead project, overseeing the budget,
organising payments and providing financial reports to DEST.
As AATE Executive Officer, Robyn also coordinates
activities at the AATE's Adelaide property, English House, which
has been set up as offices for several language and literacy associations,
a bookshop, an information centre and a meeting place.
On the national level, Robyn is a point
of liaison for the eight state English Teachers’ Associations, through
their delegates to AATE, and also provides support for the Executive.
The rest of her job involves correspondence and minute taking, assisting
with new publications, and keeping financial records.
MyRead Administrative Officer
Irena has provided administrative support
to the project including liaison with the web designers, scanning
and typing of resources and general morale boosting support for
the project officers.
Irena has extensive experience working
with and supporting teachers and students in schools. Since 1999
she has been administrative officer for the Literacy & Numeracy
Team of the ACT Department of Education, Youth & Family Services.
Sue has been teaching for 20 years, mainly
in primary schools. Her specialist areas are ESL and Learning Assistance.
As part of her role as Literacy Executive Officer with the ACT Department
of Education, Youth and Family Services Sue is involved in delivering
teacher professional development. She has also spent two years as
an Early Literacy Officer working in a number of schools on school
based professional development.
Senior Project Officer, Middle Years Strategy
Team, DE&T, Victoria
Ruth has worked in education for over 20
years, mostly in primary schools. She has taught year levels P-6,
Visual Arts and Special Needs. She has worked as a Curriculum Consultant
in Eastern Metropolitan Region, providing schools with support in
implementing CSFII and the Early Years Literacy Program. During
2001 Ruth was a Middle Years Literacy Project Officer in Northern
Metropolitan Region, supporting primary and secondary schools across
the region in undertaking middle years reform. This year she has
joined the Learning and Teaching Innovation Division, Department
of Education & Training to work in the Middle Years Strategy
Team, utilising previous school and regional experiences, to assist
in policy and program development for students in Years 5-9, particularly
focusing on literacy.
Pat has had a twenty-year association with
Education Queensland working in such diverse contexts as primary
and secondary schools, a one-teacher school and an aboriginal community
school on Cape York. He has been involved in the writing of Queensland
English syllabus writing and awarded numerous education awards including
the Australian College of Education Mackay and District Award for
Excellence in Education and the Australia Day Medal from Education
Queensland for services to Arts Education. He is currently coordinator
of the Learning Development Centre for Literacy, based at Fitzgerald
State School in Mackay. His personal philosophy on education is
that it should serve all students in learning ways to shape and
enrich their future.
- 1992 Awarded the Australian College of Education Mackay
and District Award for Excellence in Education
- 1993-2000 Coordinator of the Mackay and Districts
Writers’ and Artists’ camp
- 1993 Writer for the Queensland English syllabus
- 1994-7 Regional Coordinator for the Arts (Capricornia
Region of Central Queensland)
- 2000 Recipient of an Australia Day Medal from Education
Queensland for services to Arts Education
- 2001-Present Day Coordinator of the Learning Development
Centre for Literacy based at Fitzgerald State School in Mackay
Corinne Dorsett-Dand & Margaret
Both Corinne and Margaret work for the
Department of Education in Tasmania and have extensive teaching
and leadership experience.
As District Literacy Officer for the Derwent
District, Corinne delivers and facilitates literacy professional
development for teachers K – 8. A major aspect of her role
is the management, coordination and support of the Flying Start
Program, an early childhood initiative. Corinne is an executive
council member of ALEA Tas. South. These two roles provided the
opportunity for Corinne to write up the work of Margaret King and
present it as a guide for the MyRead Project.
Margaret began her teaching career in the
Central Highlands of Tasmania in the 60's and is currently A/AST3
at Glenorchy Primary School. In this capacity she works as a Flying
Start resource teacher in Year 1 classes and teaches drama role
play with students from Years 1 to 6. She is recognized for her
work with boys and literacy. In 2001, while teaching an all boys
Year 6 class, she participated in a national federally funded inquiry
into boys’ literacy. Her work with drama role play was documented
as part of the final report.
Christine Edwards-Groves currently works
as an Education Officer-Learning and Teaching with the Wagga Wagga
Catholic Schools Office. Her past research focused on classroom
interactive practices in the middle primary school. The study provided
detailed information about how lessons in literacy are constructed
through the talk and how teachers, after examining their own talk,
reoriented their interactive practices to become more explicit in
implementing focused learning and teaching programs. The results
have had practical application to one aspect of her current work
which largely focuses on assisting teachers in schools to monitor
their own interactive practices and to refocus their talk in order
to implement focused teaching and learning literacy programs that
meet the diversity of needs evident in today’s classrooms.
Sieta van der Hoeven
Sieta van der Hoeven has recently completed
her PhD for the University of South Australia. Her study examines
meaning making in the English literature classroom. She was once
a secondary English teacher, both in Australia and overseas, now
teaches part time at UniSA, and usefully fills in the rest of her
time as president of the South Australian English Teachers Association,
edits their journal, Opinion, and is Commissioning Editor
Tony Liddicoat is Associate Professor in
the School of Languages and Linguistics at Griffith University and
President of the Australian Federation of Modern Language Teachers
Associations. His research interests include: language issues in
education, conversation analysis and language planning.
In recent years his research has focussed
on ways on improving the teaching of culture as a part of language
teaching and his work has contributed to the development of Intercultural
Language Teaching methodology. He has published many books and papers
in this area including:
Striving for the Third Place (Language
Australia, 1999 – with Joseph Lo Bianco and Chantal Crozet)
Teaching Languages, Teaching Cultures
(Language Australia 2000 – with Chantal Crozet).
Home/School – School/Home Communication,
Integrating Home and School Practices, Homework that
works at home and school (ACT DECS, 2000 – with Glenda Shopen)
Meeting the Challenges: Supporting partnerships
between home and school in the middle years. (ACT DECS, 1999
– with Glenda Shopen and Robert Fitzgerald)
Challenges for partnership (ACT
DECS, 1998 – with Glenda Shopen).
Dr Kaye Lowe is currently visiting professor
at the University of Kentucky where her primary role is researcher
for the Collaborative Center in Literacy Development. In addition,
she teaches literacy in the post graduate program and is involved
in a number of projects including adult literacy initiatives and
‘Literacy on the Street’, a project designed to link
undergraduates with service providers in the community. Kaye was
senior lecturer at the University of Western Sydney for the past
ten years and during that time edited Growing into Readers
(1996) and wrote What's the story? Making meaning in the primary
classroom (2002). She has published extensively and presents
regularly at national and international conferences. Her research
interests include teaching reading, understanding reading failure,
and the role of story in pedagogy.
After teaching for many years in primary
classrooms in Western Australia, Glenda was involved in the development
and implementation of the First Steps writing and reading resources.
In more recent years, while working as an education consultant,
she conducted professional development seminars for classroom teachers
and contributed to a number of national literacy projects and other
curriculum initiatives. Glenda now lectures at Curtin University
of Technology in Western Australia where she is completing her doctoral
The conceptual model and reading instructional
strategies presented in Cooperative reading were developed from
Glenda’s research conducted in middle and upper primary classrooms
in socio-economically disadvantaged schools in Western Australia
over the past four years.
PO Box 30 Glen Forrest
WESTERN AUSTRALIA 6071
Fax/Phone 08 92988738
Glenda is a Lecturer in English Education
in the School of Education, James Cook University, Cairns Campus.
Previously she has worked at the Australian Catholic University
(Signadou Campus), the University of Canberra and Batchelor College
in the Northern Territory. She undertook her initial teaching degree
at Sydney University and was a secondary teacher of English and
SOSE in South Australia and Canberra. She has graduate diplomas
in Aboriginal Studies and School and Community Relations and is
currently undertaking her PhD in Applied Linguistics at ANU.
Her interests are in defining and linking
community and school practices of literacy, curriculum change and
Indigenous Education. She has completed research for the ACT Dept.
of Education which resulted in three publications: Challenges
for Partnership (1998), Meeting the Challenge (1999)
and a professional development kit Strengthening Partnerships
(2000). Since moving to Cairns she has worked in the Partners
for Success project to present professional development workshops
on How English Works to teachers of Indigenous students.
She is currently developing an Action Research project
with Indigenous teachers from remote communities in Far North Queensland.
John Sarev teaches at Darwin High School
in the Northern Territory. He is president of the English Teachers
Association of the NT as well as being the ICT manager for his school.
John’s interests include using ICT in the English classroom
and boys in English; he currently teaches a year 9 all boys English
Keiju Suominen & Amanda Wilson
Keiju and Amanda are both ESL specialist
teachers in the ACT. They have worked together as the Language for
Understanding Across the Curriculum (LUAC) Team with ACT Department
of Education and Community Services. They have collaborated on the
development and implementation of the Language for Understanding
in the New Millennium Tutor Training Program. They have delivered
Professional Development and Training to Secondary teachers across
the ACT using this resource. They have also worked with pre-service
teachers focusing on literacy across curriculum.
Manager Education Services, Education Queensland
Over the last 20 years, Grant has been
actively involved in a wide range of professional activities relating
to education in all sectors. A large part of this work involved
language and literacy, including the implementation of a state syllabus,
development of school based English programs, conducting FLIP and
ELIC courses, facilitating LINC modules, working with adults who
have a low level of literacy, working with tertiary students in
preservice and post graduate courses and working with parents.
He has also written for professional journals
and magazines to advocate the importance of literacy education and
success in literacy for all students.
His current interests lie in the areas
of cultural change and leadership development.
Jeff has been a teacher of reading and
the language arts at the middle and secondary school levels for
fifteen years. His interests include team teaching, co-constructing
inquiry-driven curriculum with students, and pursuing teacher research.
His recent research agenda includes studying how student reading,
writing, and thinking can be supported through the use of art, drama,
and technology. Most recently, he is studying adolescent boys and
their reading, their attitudes and aspirations, and the school opportunities
available to them for actualizing and performing different ways
of being literate. He is particularly interested in supporting the
learning of students who are often considered to be reluctant or
Jeff is currently an associate professor
at the University of Maine where he teaches courses in middle and
secondary level literacy. In Maine, he works in local schools as
part of the Adolescent Literacy project and the University of Maine
Professional Development Network. He is also the director of two
annual summer institutes: the Maine Writing Project and Technology
as a Learning Tool. He is also active in Maine’s Middle Level
Education Institute, and he works with graduate students focusing
on middle school and secondary literacy issues.
Jeff’s publications include: You
Gotta BE the Book published by Teachers College Press and NCTE;
Imagining to Learn: Drama Across the Curriculum, co-authored
with Brian Edmiston and published by Heinemann; Hyperlearning: Where
Inquiry, Literacy and Technology Meet, with Stenhouse publishers.
Together with Tanya Baker and Julie Dube he has published the implications
of several of their teacher research studies in Strategic Reading:
Guiding Students to Lifelong Literacy, 6-1 (Heinemann).
He has just completed a major study on
boys and literacy achievement with Michael Smith. Their provocative
findings are published in “Reading Don’t Fix No
Chevys”: the Role of Literacy in the Lives of Young Men
(with Heinemann Publishers). Jeff is now writing a series of books
for Scholastic that explore the teaching implications of his various
studies on reading. The first is Improving Comprehension with
Think Aloud Strategies: Modeling What Good Readers Do, and
the second is Action Strategies for Deepening Comprehension:
Role Play,Hotseat, Text Structure Tableaux and other Enactment Strategies,
both from Scholastic Books.
He enjoys speaking, presenting, working
with students and schools. He can be reached on email at firstname.lastname@example.org
|Guide Triallers from ACT schools
||Gold Creek School
||Telopea Park School
|Yuvonne King &
|Mary Quinane &
|St Monica’s PS
||St Clare’s College
Helen Flaherty &
|Campbell High School
|Dee Hyams &
|Village Creek PS
||Lanyon High School
|Students at Northside Primary Introductory English Centre,
North Ainslie Primary School
|Students at Secondary Introductory English Centre, Dickson
|Estelle Ihasz – student photography
|ACT Department of Education, Youth & Family Services
MyRead CD and website produced by Conceive
Project management: Karina West
HTML coding, information architecture: Michael Honey
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