The following are examples of sessions we have presented and is not an exhaustive list. You may choose from these or negotiate a program with us that is specific to your needs, whichever is best for you. Each of these sessions runs for 1.5 hours. Normally a full day would consist of three sessions. If you want to find out about the outcomes of sessions see the following sections on our website; Case Studies, and Testimonials

1. Exploring Code-breaking with Texts other than Print: Still Images
An increasing number of texts that we use are multi-modal, that is they include still and moving images and may be delivered to us electronically, on paper, or live. Consequently as teachers we now have to expand our definition of code-breaking text beyond skills such as phonics, grammar and punctuation, which while still very necessary, are no longer sufficient.

This very practical session will explore in an introductory way the code-breaking skills necessary to read still images. Participants will be provided with a language for analysing and discussing the meaning of still images and the role they play in texts. Opportunities to apply these codes in workshop activities and discussion will be provided.

2. Exploring Code-breaking with Texts other than Print: Moving Images
This session will be an introduction to exploring the code-breaking skills necessary to read moving images (eg film and video) in a range of genres and contexts.

The aim of this session is to develop shared vocabulary and understandings about reading and viewing moving images. Participants will engage in practical activities with moving images that can be translated into classroom practice.

3. Exploring Grammar in Visual and Print Literacies (NB. This session must be conducted in conjunction with Sessions 1 and 2 as knowledge from those sessions is essential to participation and understanding in this one.)
This session is designed to be extremely practical, encouraging those who do not feel confident about the teaching of grammar to look at it from a new perspective that may be more meaningful for both themselves and their students.

Using the knowledge acquired in the previous sessions on still and moving images we will compare and contrast the grammar of visual images with the grammar of the English language, with particular attention to the function of the two grammars.

We will demonstrate that by talking about two grammars with students (ie the visual and the linguistic) they will understand the function of grammar in helping to communicate more clearly. Furthermore they may understand better that when reading or constructing multi-modal texts it is important to attend to and understand the role of grammar in all aspects of the text.

4. Reading: The future
This session will explore the challenges of equipping students with literacies appropriate for the futures they will encounter. It will commence with a brief examination of the characteristics of so-called ‘new times’ and the implications for literacy education. The term multiliteracies, currently used to describe literacy in new times will be defined as part of this discussion. The major part of the paper will focus on the teaching of reading as one aspect of multiliteracies, particularly connections between multiliteracies and role of Freebody and Luke’s Four Resource Model (also known as the Four Roles of the Reader) in planning for teaching future literacies.

5. Developing Explicit Pedagogies
The focus of this session is to explore the concept of Multiliteracies and the implications for pedagogy. It will report on research that has identified a link between explicit pedagogy and effective learning. One of the implications that will be discussed is the need to foreground thinking processes and use explicit language when introducing new concepts.

There will be a particular focus on changing teacher talk, lesson structure and the selection of materials.

6. Examining our Teaching Practices. (NB This is a workshop intended as follow-up to Session 5)
In this workshop we will model the deconstruction of a common literacy strategy and how to redevelop to employ more explicit pedagogy. Following this, teachers will engage in deconstructing some of their more commonly used literacy strategies and ‘re-planning’ how they might introduce these tasks to students in the future. The focus will be on developing the ability to provide students with explicit information about the thinking processes involved in literacy tasks and a language for talking about them.

7. Developing a Balanced Reading Program
The focus of this session is on the decisions that need to be made at both a classroom and school-wide level in order to achieve a balanced and effective reading program. It will commence with a current definition of reading from which the needs and characteristics of a balanced program can be extrapolated. The following issues will then be discussed; time allocations, concepts about text, reading in other discipline areas and the selection of materials for the teaching of reading. Current controversies such as the role of the literacy block and phonics in the teaching of reading will also be addressed.

8. Using postmodern picture books as a vehicle for teaching about the relationships between the printed word and still images
This presentation will focus on the visual aspects of multiliteracies and the evolving relationships between written and visual text. Postmodern picture books will be used as a vehicle for examining new literacies, new times and the development of critical analysis skills. Practices for deconstructing written and visual text will be demonstrated. It will be shown that postmodern picture books from a range of genres are ideal as a site for teaching critical literacy skills in years 1-12 and across all subject areas.

In this practical session teachers will engage with and examine a group of picture books, choosing one to analyse in some depth. Discussion will focus on how analysis of the picture book informs how you might teach reading, particularly the characteristics of text and how they contribute to making meaning.