This thesis takes the position that once schools and school systems adopt reform programs,the values and meanings inherent in those programs create and perpetuate powerful forms of discourse that characterize the projects themselves, evoke loyalty and commitment and may ultimately serve to stifle other voices. The thesis examines several primary schools involved with the Children’s Literacy Success Strategy (CLaSS) in the Victorian Catholic Education system. It is an analysis of the dominant discourse created and perpetuated by the CLaSS documentation, education officers, principals, and classroom teachers. The study characterizes the nature of that discourse and explores its effects on the work of teachers, principals, and on school improvement. The analysis proposed in no way disparages CLaSS itself, nor does it seek to judge its objectives, or offer a critique of the specific methods used to improve literacy. Rather, it advocates that genuine school improvement requires one to step outside the circle of discourse engendered by reform programs such as CLaSS which promote a ‘single minded’ discourse about themselves and that which the school is attempting. When programs such as CLaSS are introduced into schools as part of a sector wide reform agenda they are expected to provide proof of improved results in order to justify the financial investment associated with the initiative. The values and beliefs of the reform initiative are expected to be accepted by school systems usually without question (Apple, 2000). The effects of such unquestioned acceptance of particular values are examined in the current study. As schools are expected to accept programs like CLaSS in their entirety, it is not possible within the rhetoric of CLaSS to select what elements of the program to adopt. This appears to lead to the creation and perpetuation of an ‘officially’ sanctioned way of thinking about school reform and teaching. Proponents of reform programs may argue that such sanctions are a necessary feature of whole school reform programs and provide a focus for energy and activism, for winning people’s support, and for conveying to parents and the wider school community a sense of purposeful action and rational planning. However, these dominant discourses seem to obscure other perspectives, disallowing critique and preventing reflective discourse and analysis. Indeed, this study holds that genuine school reform requires schools to break out of the imprisonment of dominant discourses and remain open to critical reflection

The aim of this research was to examine the perceptions of principals, literacy co-ordinators and teachers on the implementation of Children’s Literacy Success Strategy (CLaSS) as a literacy and professional development strategy and their insights for future literacy innovation. CLaSS is a whole-school and sector approach to literacy for the early years of schooling. Introduced in 1998 to Catholic primary schools in the Archdiocese of Melbourne, schools implementing CLaSS were supported by a professional development model throughout the implementation. CLaSS introduced to many schools a two-hour daily literacy block, data-driven instruction and the incorporation of professional learning teams within the professional development model. Eleven participants from two Catholic primary schools in the Archdiocese of Melbourne formed a case study for this research. The participants’ perceptions were captured qualitatively and viewed interpretively based on a phenomenological approach. The research had significant findings. Participants endorsed the literacy strategy and the professional development model as an effective approach. In particular, the findings identified that the professional learning teams played a key role in developing and maintaining a culture of learning within the literacy team. This culture of learning assisted in improving learning outcomes for their students. While there was an endorsement of CLaSS, the findings also showed that there were some significant issues raised by participants. This included issues in professional development and student achievement in the areas of comprehension and writing. The findings indicated that professional understanding and student improvement in these areas were not as developed as those for decoding words in reading. Participants also indicated that assessment of student writing was limited by the absence of sector-wide assessment of different genres and, therefore, they were not confident in measuring student improvement in writing. The findings also identified some areas of difficulty within the professional development model, such as catering for individual learning styles and the addition of new team members to the literacy team. The findings indicated that for future literacy innovation, participants would prefer an approach that encompassed literacy and teacher development across the whole school. Based on the participants’ responses, the research also provided recommendations and suggestions for further research in literacy. The recommendations included examining ways in which oral language and new literacies could have more prominence in the literacy block and providing a sector approach to assessment and specific professional development on comprehension and writing. The recommendations also suggested further research could be conducted as to ascertain the extent to which teachers require further professional development in comprehension and writing, how oral language is developed in other schools, and whether leadership has been the significant factor in sustaining the success of the literacy strategy.

Children as young as three seem already to possess amazing knowledge about what practice in a certain context is appropriate and what is not. This study investigated very young children’s literacy practices in an artifact-rich environment, a children’s museum. It focused on young children’s experience of enculturation such as how they respond to the symbolic qualities of cultural artifacts as well as their experience of socialization with teachers and peers. The research methodology involved photography and semiotic analysis based on a post-discourse perspective derived from post-modernism, post-structuralism, and critical theory. Specifically, the works of Bourdieu, Foucault, and Baudrillard were the theoretical basis of this dissertation. The findings indicate that children's literacy practices were context contingent and power laden, and that photography, as a means to study embodied literacy experiences, froze the moment of habitus and capital and revealed children’s sociohistorical backgrounds and traces from the broader society. The implications for early school education and critical pedagogy are also discussed. / text

Syftet med examensarbetet är att undersöka vad tidigare forskning sagt och vad som sägs om litteraturens betydelse och användningsområden i förskolans verksamhet. Frågeställningarna är: Vilken betydelse har litteraturen och högläsningen för barns utveckling av språket?, Hur kan vuxna påverka barnens literacyutveckling? och Hur kan boksamtal utformas i förskolan?   Ett av de återkommande begrepp som beskriver barns lärande och utveckling av skriftspråket är litteracitet, eller engelskans literacy. Begreppet inkluderar både sociala och kulturella aspekter på lärande inom skriftspråkande, men också symboler, tecken, bilder och berättande. Samspelet, interaktionen, med människor i barnets omgivning är viktig i utvecklingen och lärandet och det är något som därför kan koppla litteracitetsutvecklingen till det sociokulturella perspektivet.   Denna systematiska litteraturstudie visar att man på flera håll i världen använder litteraturen för högläsning, men utan att se den som ett verktyg för att öka barnens literacyförmågor. Analysen bygger på fyra studier som på olika sätt beskriver arbetet med barns litteracitet genom intervjuer och observationer. Materialet är hämtat från studier gjorda i Sverige, Australien, Amerika och Storbritannien.   Resultatet visar att det finns stora kunskaper och erfarenheter kring arbetet med barn och literacy, som tyvärr inte framkommer i den dagliga verksamheten. Prioriteringen och planeringen av arbete med litteratur på olika sätt behöver komma fram och vara bland de viktigaste punkterna i förskolans arbete. Man kan ana att resultatet skulle förbättras om arbetet gjordes på en högre kvalitativ nivå än vad som nu är fallet.