Papers by Catherine Beavis
Bill Green & Catherine Beavis [Eds.] (1996), Teaching the English Subjects: Essays on English Curriculum History and Australian Schooling, Geelong, Victoria: Deakin University Press, pp. 1- 14., 1996
This paper is the introduction to the book Teaching the English Subjects: Essays on English Curri... more This paper is the introduction to the book Teaching the English Subjects: Essays on English Curriculum History and Australian Schooling (Deakin UP, 1996), edited by Bill Green and Catherine Beavis. Beginning with an observation on the dearth of curriculum history in Australia more generally, in that context it notes in particular the limited historical perspective and imagination in Australian English teaching. It then sketches a preliminary historical account of English teaching in Australia up to the 1990s, referencing both primary and secondary school contexts, discussing notions of ‘Englishness and ‘history’, and indicating how recent research has developed along two lines of influence, the socio-historical (Goodson) and the Foucaultian (Hunter). As well as introducing the book, the paper can be seen retrospectively as announcing and inaugurating a research program in English curriculum history which subsequently resulted in a number of important projects and publications in Australia over the next two decades.
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Increasing numbers of children are caught up in global flows of moving peoples. This movement may... more Increasing numbers of children are caught up in global flows of moving peoples. This movement may be voluntary or forced, and is experienced within a range of settings. Coming from diverse linguistic and cultural backgrounds, and moving around the world due to their parents' employment, the children found in traditional International Schools are a case in point. This paper focuses on the experiences of two sisters in the first year of their family's global relocation. In the midst of change, the digital world Club Penguin™ offered these two globally mobile children a familiar and welcome site of continuity and belonging. This exploration of the role of digital worlds and digital literacies in these girls' experience contributes to an understanding of connections between global movement and digital literacy practices. Greater awareness of the significance of digital literacies in globally mobile children's lives provides fresh insights into how children participate in digital spaces, and has implications for literacy educators supporting young people in contemporary times.
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The image of young people as tech-savvy 'digital natives' at ease in the digital world in sharp c... more The image of young people as tech-savvy 'digital natives' at ease in the digital world in sharp contrast to older generations has become almost something of a cliché, and characterises much public discourse around 'young people today'. However, in practice there is a wide diversity of interest, knowledge, access and opportunities amongst young people themselves, and amongst older generations. Yet it is also the case that technological innovation, globalisation and new media have profoundly changed the current social landscape, with implications at a number of levels. In education, there is a keen awareness of the need to respond to what Kress (2003: 9) describes as 'the revolution in the landscape of communication' of the present day, to young people's experiences of living in this world, and the ways in which their involvement in digital culture and technology may shape their approach to learning in school. While schools explore the potential of Web2 sites and technologies, and a range of digital cultural forms for formal teaching and learning, online commercial and public interest campaigns such as 'McCann's Dumb Ways to Die' (Australian Creative 2012) effectively capitalise on the potential of new media to promote powerful informal learning and appropriation in telling and effective ways.
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Digital games feature prominently in discussions concerning the ways museums might reimagine them... more Digital games feature prominently in discussions concerning the ways museums might reimagine themselves—and best serve their audiences—in an increasingly digital age. Questions are increasingly asked about the opportunities various games might provide to foster historical imagination, and, in this process, contribute to the curation, construction and dissemination of knowledge: goals central to the work of modern museums. This paper reports on the experiences and perceptions of three groups of year 9 students (aged 14-15) as they engaged with one purpose built digital game—called The Voyage—at the Australian National Maritime Museum in 2015. The researchers sought students’ feedback on the strengths, weakness and possibilities associated with using games in museum contexts (rather than at home, or at school). In presenting students’ perspectives and their associated recommendations, the paper provides vital end-user input into considerations about how museums might maximize the potential of digital games, to enhance historical awareness and understanding, build links to formal curriculum, and strengthen partnerships between schools and museums.
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In the 21 st Century, new technologies, in particular interactive multimedia and the internet, ch... more In the 21 st Century, new technologies, in particular interactive multimedia and the internet, challenge many aspects of our teaching practice and assumptions. What counts as knowledge, what counts as literacy, the ways we teach and even the relationships we form, need to be considered anew, coloured and reshaped as they are by changing cultural practices brought about by global commerce and ICTs. Two key frames of reference for thinking about these changes and their implications for Education are the notion of an 'information revolution' (Castells 1996) and the changing nature of literacy, with its shift towards multiliteracies, or thinking of literacy as design (New London Group, 2000). Both have powerful implications for how we conceptualise curriculum, and teaching, and for the ways in which we ask students to work with the new technologies (Snyder and Beavis 2004). In this paper, I discuss three examples of curriculum utilising commercial computer games, or young people's knowledge of these games, as exemplars of Green's 3D model for literacy and technology pedagogy and curriculum (Durrant and Green 2000), and argue for the usefulness of this model as the basis for curriculum design.
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There is growing interest in many parts of the world in utilising the capacities and affordances ... more There is growing interest in many parts of the world in utilising the capacities and affordances of digital games to support learning within the formal arenas of curriculum and school. The use of games-based pedagogies via online and mobile internet-based technologies is seen as providing much potential for innovative, effective and accessible contemporary teaching and learning (Beavis 2012). The Australian National Maritime Museum (ANMM) in partnership with Roar films (Tasmania), Screensound Australia and Screensoung Tasmania have developed an educational game, 'The Voyage', based on nineteenth century convict experience. 'The Voyage' takes the user on a journey from London to Van Deimen's Land (now known as Tasmania)where players, as the ship's Surgeon Superintendent, are rewarded for the number of healthy convicts they deliver to the fledgling British colony. The game is based on detailed historical data, utilising documented ship paths, convict and medical records and diaries. Using 'The Voyage' as a case example, this paper will focus on how museums can best exploit the principles of learning in games-based environments underlying these. The paper will also discuss what museums can learn from how young people engage in and learn in gaming environments, addressing how could museums develop and evaluate products based around games and gaming technologies.
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There is significant interest in the potential of digital games for Twenty first century pedagogy... more There is significant interest in the potential of digital games for Twenty first century pedagogy and curriculum in schools. However, developing an informed and granular understanding of the challenges facing 'everyday' teachers in introducing work with digital games in a range of schools, across diverse subject areas, age groups and system requirements, is not straightforward. This paper reports on the initial stages of a three-year research project investigating the introduction and use of games in a variety of contexts, and discusses some of the challenges entailed in introducing teacher participants to working with games in critical and productive ways.
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The SAGE Handbook of Digital Technology Research, 2013
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P (ICT) ures of English: Teachers, learners …, 2001
Publikationsansicht. 58685577. Digital culture, digital literacies: expanding the notions of text... more Publikationsansicht. 58685577. Digital culture, digital literacies: expanding the notions of text (2001). Beavis, Catherine. Details der Publikation. Download, http://hdl.handle.net/10536/DRO/ DU:30000446. Herausgeber, Wakefield Press. Archiv, ARROW Discovery Service (Australia ...
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doi.ieeecomputersociety.org
Page 1. DIGITEL 2010 Program Committee Wilfried Admiraal, University of Amsterdam, The Netherland... more Page 1. DIGITEL 2010 Program Committee Wilfried Admiraal, University of Amsterdam, The Netherlands Vincent Aleven, Carnegie Mellon University, USA Chee Siang Ang, University of Kent, UK Taeko Ariga, Doshisha Women's College, Japan Macu Arnedillo, Trinity College, Ireland Juha Arrasvuori, Nokia, Finland Roger Azevedo, University of Memphis, USA Youngkyun Baek, Korea National University of Education, Korea Ryan Baker, Worcester Polytechnic Institute, USA Anup Basu, University of Alberta, Canada ...
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Adolescents' online literacies: …, Jan 1, 2010
Students' experiences of digital culture and the online world are in many ways a constan... more Students' experiences of digital culture and the online world are in many ways a constant if invisible presence in the classroom,. The significance for curriculum of researching digital literacies, participation and online culture lies not just in learning about 'new' forms of text and literacy, literacy ...
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Digital Games: Literacy in Action, 2012
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The need for English and literacy curriculum to connect with young people's lifeworlds to build b... more The need for English and literacy curriculum to connect with young people's lifeworlds to build bridges and frames of reference that connect traditional English curriculum with digital texts and literacies, are increasing priorities in curriculum frameworks in Australia and elsewhere. This paper reports on a project in which the authors worked with teachers and students in five secondary schools to research the ways in which digital games might be incorporated into the English curriculum. Central to this endeavour was 'turning around' to the affordances of digital games and their paratexts to understand how they can be understood as text and action. Drawing on classroom observations and literature in Games Studies and English curriculum we present a timely model and innovative heuristic that we argue facilitates teachers incorporating digital games into their English classrooms. We illustrate how each assists teachers in 'turning around' to digital games to make their English classrooms more relevant to students' lifeworlds.
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The need for English and literacy curriculum to connect with young people's lifeworlds to build b... more The need for English and literacy curriculum to connect with young people's lifeworlds to build bridges and frames of reference that connect traditional English curriculum with digital texts and literacies, are increasing priorities in curriculum frameworks in Australia and elsewhere. This paper reports on a project in which the authors worked with teachers and students in five secondary schools to research the ways in which digital games might be incorporated into the English curriculum. Central to this endeavour was 'turning around' to the affordances of digital games and their paratexts to understand how they can be understood as text and action. Drawing on classroom observations and literature in Games Studies and English curriculum we present a timely model and innovative heuristic that we argue facilitates teachers incorporating digital games into their English classrooms. We illustrate how each assists teachers in 'turning around' to digital games to make their English classrooms more relevant to students' lifeworlds.
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... Publication Date: 1996-00-00. Pages: 281. Pub Types: Books; Collected Works - General. Abstra... more ... Publication Date: 1996-00-00. Pages: 281. Pub Types: Books; Collected Works - General. Abstract: This collection of papers contains a Foreword by Jane Kenway, an Introduction by Louise Laskey and Catherine Beavis, and four sections. ...
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Writing= Learning, 2006
Chapter 14 Writing, English and Digital Culture Catherine Beavis and Claire Charles It is no long... more Chapter 14 Writing, English and Digital Culture Catherine Beavis and Claire Charles It is no longer possible to think about literacy in isolation from a vast array of social, technological and economic factors. Two distinct yet related factors deserve to be particularly highlighted. ...
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Papers by Catherine Beavis