Multiliteracies and Global Englishes Projects


Reading Matters Program

Children reading from a smartboardDr Sue Nichols

In this program, reading is taken to be inclusive new (digital) as well as traditional (paper-based) texts. The landscape of texts has diversified and this will be reflected in the examples used in workshops and referred to in program materials. Together with traditional reading practices, it is necessary to consider how the affordances of digital texts (such as the combination of multiple forms of media) are creating new demands on readers.

This project is funded by ACT Training & Education Directorate (2015-2018): $135,860


Real Language in Real Time: Tracking the On-field Language Practices of SAASTA Students in the Aboriginal Power Cup

Dr David CaldwellDr David Caldwell

This project is a pilot study.  It will track the on-field language practices of 18 students (9 males and 9 females) from the South Australian Aboriginal Sports and Training Association (SAASTA) participating in the Aboriginal Power Cup in 2016 (Australian Rules Football).  The project will begin by trialling and testing the data acquisition and analysis process.  It will then collect and analyse a small corpus of data from the 2016 Aboriginal Power Cup.  Drawing on this process, the project will then design an English Language unit for the SAASTA (SACE) Pathways Curriculum (to be trialled in 2017).  The final output of this pilot study will be a set of recommendations to UniSA EDS, UniSA College and SAASTA for the potential to up-scale this research in 2016-2017.  Following Rossi (2014), this project is conscious of and will be sensitive to the concerns surrounding the role of sport in Indigenous Australian communities.

This project is funded by the Higher Education Participation Program (2015-2016): $109,274


Connected Reading: A community led program to foster the thinking skills of reading comprehension

Child reading picture bookDr Sue Nichols

Educating parents in disadvantaged communities to foster the thinking skills of reading comprehension during parent-child shared reading by using a train the trainer approach to develop parent leaders from disadvantaged communities, who can then teach their peers the three connecting moves: 1) Connecting ideas within a book 2) Connecting books, and 3) Connecting books with life experiences.

This project is funded by the Ian Potter Foundation (2015-2017): $40,000


Babies and Books: A longitudinal study into family reading practices

Assoc. Professor Susan Hill, J. Forster, and Dr Christy Ward

This project aims to:

  1. explore the impact of the Little Big Book Club and a range of family literacy programs on the reading and language practices of families of families of young children aged birth to two years;
  2. understand the changing reading practices of diverse families with children from birth to five years;
  3. explore what may contribute to the sustainability of family literacy programs for families of children birth to five years.

Research methodology focuses upon four surveys and in-depth case studies, engaging with over 500 families which constitutes a substantial record ofyoung first-time families contributing information about early learning practices.

The final report outlining the findings of the Babies and Books research project is available online here.

This project is funded by The Little Big Book Club (2011-2014): $90,900

Areas of study and research

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