Journal articles on the topic 'Adult education teachers Training of Victoria Melbourne'

BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.

The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.

07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.07–95Branum-Martin, Lee (U Houston, USA; Lee.Branum-Martin@times.uh.edu),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.07–112Kandel, Sonia (U Pierre Mendes, France; Sonia.Kandel@upmf-grenoble.fr),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.07–116Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.07–119Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.07–123Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.07–127Ramírez-Esparza, Nairán (U Texas, USA; nairan@mail.utexas.edu), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.07–130Rogers, Catherine, L. (U South Florida USA; crogers@cas.usf.edu),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.07–136Wang, Min (U Maryland, USA; minwag@umd.edu),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.

PurposeThis paper focuses on the donation in 1888 of a Sèvres Vase to the Education Department of Victoria after the International Exhibition in Melbourne. Using the vase as its focus the paper reflects on what this donation may be able to tell us about the impact, primarily on education, of a series of International Exhibitions held both in Australia and internationally between 1851 and 1900. The life of the Sèvres vase highlights the potential of the Exhibitions for the exchange of ideas internationally, the influence of the International Exhibition movement on education and the links between a 19th-century gift and the teaching of Art in 1930s Melbourne.Design/methodology/approachThe paper examines one object in relation to education in its wider historical context through a reading of the archival records relating to the Melbourne Teacher’s Training College and Melbourne High School.FindingsThe influence of the educational exhibits of the 1888 Centennial International Exhibition held in Melbourne are shown to have had an impact on the design of the Melbourne Teachers Training College.Originality/valueThis paper provides a new and original perspective on the Melbourne Teachers Training College and its foundation through its library and museum collections.

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

04–01Asraf, Ratnawati Mohd and Ahmad, Ismail Sheikh (International Islamic University, Malaysia). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 83–102.04–02 Beaven, Tim (Open University, UK; Email: m.c.beaven@open.ac.uk). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica (Rugby, UK), 29 (2004), 3–8.04–03Blei, Dagmar. Aufgaben in einer konstruktivistischen Lernkultur. [Tasks in a constructivist learning culture] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 220–227.04–04Carduner, Jessie (Kent State U., Ohio, USA; Email: jcardune@kent.edu). Productive dictionary skills training: what do language learners find useful?Language Learning Journal (London, UK), 28 (Winter 2003), 70–76.04–05Carless, David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Factors in the implementation of task-based teaching in primary schools. System (Oxford, UK), 31 (4), (2003), 485–500.04–06Crandall, E. and Basturkmen, H. (University of Auckland, NZ). Evaluating pragmatics-focused materials. ELT Journal (Oxford, UK), 58, 1 (2004), 38–49.04–07Cumming-Potvin, W., Renshaw, P. and Kraayenoord, van C. (Murdoch University, Australia; Email: potvin@central.murdoch.edu.au). A sociocultural analysis of language learning: new forms of literacy practices in a language and culture awareness programme. Language and Education (Clevedon, UK), 17, 6 (2003), 201–217.04–08Delagneau, Jean-Marc (Université du Havre, France). Langues allemandes de spécialité: implication pédagogiques de la recherche au niveau du lexique et de la syntaxe. [German Language for Specific Purposes: pedagogical implications for research on lexicon and syntax.] Les Cahiers de l'APLIUT (Paris, France), 3 (2003), 9–26.04–09Durán, Richard (Baylor University, USA) and McCool, George.If this is French,then what did I learn in School?The French Review (Southern Illinois University, USA), 77, 2 (2003), 288–299.04–10Finn, Thomas (Ohio Northern University, USA). Incorporating the comédie-musicale in the college French classroom. The French Review (Southern Illinois University, USA), 77, 2 (2003), 302–309.04–11Gutiérrez Almarza, Gloria and Peña Calvo, Alicia (Nottingham Trent U., UK; Email: gloria.gutiérrez@ntu.ac.uk). El desarrollo de la competencia intercultural y la formación de los profesores de lenguas. [The development of intercultural competence and language teacher training.] Vida Hispánica (Rugby, UK), 29 (2004), 9–13.04–12Hwo, F. (Bowling Green State University, Ohio, USA; Email: fhwu@bgnet.bgsu.edu). On the applicability of the input-enhancement hypothesis and input processing theory in multimedia CALL: the case of Spanish preterite and imperfect instruction in an input application. CALICO Journal (Texas, USA), 21, 2 (2004), 317–338.04–13Kang, S. (Qufu Teachers' University, P.R. China). Using visual organizers to enhance EFL instruction. ELT Journal (Oxford, UK), 58, 1 (2004), 58–67.04–14Kohler, Michelle (U. of South Australia; Email: Michelle.Kohler@unisa.edu.au). Developing continuity through long-term programming. Babel (Victoria/Melbourne, Australia), 38, 2 (2003), 9–16, 38.04–15Lambert, C. (University of Kitakyushu, Japan). Reverse-engineering communication tasks. ELT Journal (Oxford, UK), 58, 1 (2004), 18–27.04–16Linder, D. (University of Salamanca, Spain). The internet in every classroom?Using outside computers. ELT Journal (Oxford, UK), 58, 1 (2004), 10–17.04–17Malone, Dennis (SIL International, Thailand; Email: Dennis_Malone@sil.org). Developing curriculum materials for endangered language education: lessons from the field. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 332–348.04–18Murphy, John (Atlanta, USA). Attending to word-stress while learning new vocabulary. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 67–83.04–19Myhill, Debra (Exeter U., UK; Email: D.A.Myhill@ex.ac.uk). Principled understanding?Teaching the active and passive voice. Language and Education (Clevedon, UK), 17, 5 (2003), 355–370.04–20Pavlenko, Aneta (Temple U., USA; Email: apavlenk@temple.edu). “Language of the enemy”: Foreign language education and national identity. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 313–331.04–21Pollard, Matthew (Latimer Upper School, London, UK). Teaching and learning metaphor. English in Education (Sheffield, UK), 37, 3 (2004), 19–27.04–22Rinder, Anna. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructvist paradigm and new media.] Informationen Deutsch als Fremdsprache (Munich, Germany), 30, 1 (2003), 3–22.04–23Rodrigo, Victoria (Georgia State University, USA), Krashen, Stephen and Gribbons, Barry. The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System (Oxford, UK), 32, 1 (2004), 53–60.04–24Tenberg, Reinhard. Interaktionsformen und Neue Medien aus der Sicht des Fernlernens. [Form of interactions and new media in distance learning.] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 210–219.04–25Wang, Yuping (Griffith U., Australia; Email: y.wang@griffith.edu.au). Distance language learning: interactivity and fourth-generation internet-based videoconferencing. Calico Journal (Texas, USA), 21, 2 (2004), 373–495.04–26Weber, Vanessa and Abel, Andrea (European A. of Bolzano/Bozen, Italy; Email: vanessa.weber@eurac.edu). Preparing language exams: an online learning system with dictionary and email tandem. ReCall (Cambridge, UK), 15, 2 (2003), 169–176.04–27Wood, Alistair and Head, Michael (University of Brunei, Darussalam). ‘Just what the doctor ordered’: the application of problem-based learning to EAP. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 3–17.

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While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisements into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circumscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. References Brown, Neil. “The Myth of Visual Literacy.” Australian Art Education 13.2 (1989): 28-32. Calhoun, Craig. “Cosmopolitanism in the Modern Social Imaginary.” Daedalus 137.3 (2008): 105–114. Cronin, Paul. “Recovering and Rendering Vital Blueprint for Counter Education at the California Institute for the Arts.” Blueprint for Counter Education. Inventory Press, 2016. 36-58. Dondis, Donis A. A Primer of Visual Literacy. MIT P, 1973. Dworkin, M.S. “Toward an Image Curriculum: Some Questions and Cautions.” Journal of Aesthetic Education 4.2 (1970): 129–132. Eisner, Elliot. Cognition and Curriculum: A Basis for Deciding What to Teach. Longmans, 1982. Farocki, Harun. “Film Courses in Art Schools.” Trans. Ted Fendt. Grey Room 79 (Apr. 2020): 96–99. Fransecky, Roger B. Visual Literacy: A Way to Learn—A Way to Teach. Association for Educational Communications and Technology, 1972. Gardner, Howard. Frames Of Mind. Basic Books, 1983. Hawkins, Stephanie L. “Training the ‘I’ to See: Progressive Education, Visual Literacy, and National Geographic Membership.” American Iconographic. U of Virginia P, 2010. 28–61. Jaworski, Adam. “Globalese: A New Visual-Linguistic Register.” Social Semiotics 25.2 (2015): 217-35. Kant, Immanuel. Anthropology from a Pragmatic Point of View. Cambridge UP, 2006. Kant, Immanuel. “Perpetual Peace.” Political Writings. Ed. H. Reiss. Cambridge UP, 1991 [1795]. 116–130. Kress, G., and T. van Leeuwen. Reading images: The Grammar of Visual Design. Routledge, 1996. Literacy Teaching Toolkit: Visual Literacy. Department of Education and Training (DET), State of Victoria. 29 Aug. 2018. 30 Sep. 2020 <https://www.education.vic.gov.au:443/school/teachers/teachingresources/discipline/english/literacy/ readingviewing/Pages/litfocusvisual.aspx>. Lee, Jae Young. “Otto Neurath's Isotype and the Rhetoric of Neutrality.” Visible Language 42.2: 159-180. Little, D., et al. Looking and Learning: Visual Literacy across the Disciplines. Wiley, 2015. Messaris, Paul. “Visual Literacy vs. Visual Manipulation.” Critical Studies in Mass Communication 11.2: 181-203. DOI: 10.1080/15295039409366894 ———. “A Visual Test for Visual ‘Literacy.’” The Annual Meeting of the Speech Communication Association. 31 Oct. to 3 Nov. 1991. Atlanta, GA. <https://files.eric.ed.gov/fulltext/ED347604.pdf>. McLuhan, Marshall. Understanding Media: The Extensions of Man. McGraw-Hill, 1964. McLuhan, Marshall, Quentin Fiore, and Jerome Agel. The Medium Is the Massage, Bantam Books, 1967. McLuhan, Marshall, Kathryn Hutchon, and Eric McLuhan. City as Classroom: Understanding Language and Media. Agincourt, Ontario: Book Society of Canada, 1977. McTigue, Erin, and Amanda Flowers. “Science Visual Literacy: Learners' Perceptions and Knowledge of Diagrams.” Reading Teacher 64.8: 578-89. Miller, Sarah. “The Secret History of the Paella Emoji.” Food & Wine, 20 June 2017. <https://www.foodandwine.com/news/true-story-paella-emoji>. Munari, Bruno. Square, Circle, Triangle. Princeton Architectural Press, 2016. Newfield, Denise. “From Visual Literacy to Critical Visual Literacy: An Analysis of Educational Materials.” English Teaching-Practice and Critique 10 (2011): 81-94. Neurath, Otto. International Picture Language: The First Rules of Isotype. K. Paul, Trench, Trubner, 1936. Schor, Esther. Bridge of Words: Esperanto and the Dream of a Universal Language. Henry Holt and Company, 2016. Sloboda, Stacey. “‘The Grammar of Ornament’: Cosmopolitanism and Reform in British Design.” Journal of Design History 21.3 (2008): 223-36. Study of Communication Problems: Implementation of Resolutions 4/19 and 4/20 Adopted by the General Conference at Its Twenty-First Session; Report by the Director-General. UNESCO, 1983. Tanchis, Aldo, and Bruno Munari. Bruno Munari: Design as Art. MIT P, 1987. Warren, Gwendolyn, Cindi Katz, and Nik Heynen. “Myths, Cults, Memories, and Revisions in Radical Geographic History: Revisiting the Detroit Geographical Expedition and Institute.” Spatial Histories of Radical Geography: North America and Beyond. Wiley, 2019. 59-86.

IntroductionThe National School Chaplaincy and Student Welfare Program (NSCSWP) has been one of the most controversial Australian news topics in the past eight years. Newspaper representations of the NSCSWP have been prolific since the Program began in 2006/07. In my previous research into the NSCSWP, I found that initially the Program was well received. Following the High Court Challenge campaign, however, which began in late 2010, newspaper reports portrayed the NSCSWP in a predominantly negative light. These negative portrayals of the NSCSWP persisted in the lead up to the second High Court Challenge from 2013 until June 2014. During this time, newspaper representations portrayed the Program as an illegitimate form of counseling for state school students. However, I would argue that it was the newspaper representations of the NSCSWP that were in fact illegitimate. In this article, I contend that illegitimate representations of the NSCSWP became hegemonic because of a lack of evidence-based research conducted into the Program’s operation within state schools. Evidence-based research would have appropriately evaluated the Program’s progress and contributed to a legitimate and fair representation of chaplains in online newspapers. My analysis acknowledges the overwhelming prejudice against the NSCSWP. Whether chaplains were indeed a legitimate or illegitimate form of counseling is not my argument. My argument is that newspaper representations of the NSCSWP were illegitimate because news articles were presenting biased and incomplete information to the Australian community. Defining IllegitimacyIllegitimacy as a term has a long history dating back to early modern England, when it was commonly used to refer to children born out of wedlock (Pritchard 19). However, the definition of illegitimacy extends beyond this social phenomenon. Katie Pritchard states:The understanding of illegitimacy encompasses a kind of theoretical illegitimacy that is nothing to do with birth, referring to a kind of falseness or unsuitability that can be applied in many circumstances. (21)For this article, I will be using the term ‘illegitimate’ to describe how the newspaper representations of the NSCSWP were unsuitable because they were biased and lacked valuable information. Newspaper reports, which can be accessed online via the newspaper company’s website, include important authoritative voices. However, these voices expressed a certain opinion or concern, rather than delivering information that contributed to society’s understanding of the NSCSWP. Therefore, newspapers did not present legitimate facts, but instead a range of subjective opinions.The Illegitimacy of Newspaper ReportingThe ideological bias of newspapers has been recently examined regarding News Corp, the owner of national title The Australian, and many of the major Australian state newspapers: The Daily Telegraph; The Courier Mail, Herald Sun; The Advertiser; and Sunday Times. This organisation has recently been accused of showing bias in its newspaper articles (Meade). Meade quotes Mark Scott, the ABC Managing Director, who states:Given the aggressive editorial positioning of some of their mastheads and their willingness to adopt and pursue an editorial position, an ideological position and a market segmentation, you could argue that News Corporation newspapers have never been more assertive in exercising media power. (1)The market domination enjoyed by large organisations such as News Corp, and even Fairfax Media, leads to consistency in journalists’ writing on political, social, religious, and economic issues, which may predominate over the articles published by smaller newspapers. There is the concern that over time a particular point of view will be favoured. According to Mark Scott “a range of influential voices [is] essential to ensure a fair and open media” (Meade 1). Scott cites Rupert Murdoch who stated, back in 1967, that “freedom of the press mustn’t be one-sided just for a publisher to speak as he pleases, to try and bully the community” (Meade 1). Therefore, it has been acknowledged that a biased news article is illegitimate, and national news articles are to present facts, not the opinions of the newspaper.A Methodological Framework For this article I will utilise Norman Fairclough’s theory of Critical Discourse Analysis. Fairclough states:By ‘critical’ discourse analysis I mean discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practices, events and texts and (b) wider social and cultural structures, relations and processes. (132-133)This method of analysis examines three assumptions: Existential, Propositional and Value. Existential assumptions make claims about what exists with regards to the problem, and refers to social phenomena such as globalisation or social cohesion (56). Propositional assumptions make predictions about what is or will be (55). Value assumptions simply evaluate things as good or bad, needed or not needed (57). These assumptions can be identified through analysis of the various direct quotes included within online newspaper articles.Direct quotations in newspaper articles available online often represent polarised views demonstrating whether people agree or disagree with the topic being discussed. The selection, or framing, of dominant voices within an article can be used to construct or re-present certain ideologies (Entman, 165). Entman explains that “we can define framing as the process of culling a few elements of perceived reality and assembling a narrative that highlights connections among them to promote a particular interpretation” (164). The framing of direct quotes within an article, therefore, assists the reader in identifying the article’s bias. The National School Chaplaincy and Student Welfare ProgramThe National School Chaplaincy Program was first established in 2006 by the Howard Government, and in 2011 Julia Gillard included secular youth workers, expanding it from 2012 to become the National School Chaplaincy and Student Welfare Program. According to the National School Chaplaincy and Student Welfare Guidelines, the Program aimed to “assist school communities to provide pastoral care and general spiritual, social and emotional comfort to all students, irrespective of their faith or beliefs” (6). Chaplaincy in Australia has been a predominantly Christian counseling service with Christianity being the most commonly practiced religion in Australia (Australian Bureau of Statistics). However, there have been chaplains representing other faiths such as Islam, Judaism and Buddhism (Australian Government 8). Chaplains were chosen by their respective schools and were partly funded by the Government to provide support to students and staff.State Newspaper Articles Online: Representations 2013-2014My sample of articles came from nine state newspapers with an online presence: The Sydney Morning Herald, Brisbane Courier Mail, Adelaide Advertiser, Melbourne Age, Northern Times, The Australian, The West Australian, The Daily Telegraph, and The Mercury. A total of 36 articles were collected, from the newspaper’s Website, for 2013 and 2014, and were divided into two categories.The two categories are Supportive (of the Program) and Unsupportive (of the Program). In 2013, two articles were supportive of the Program, whereas in 2014 there were four. In 2013 three articles were unsupportive of the Program, whereas in 2014 there were 27 unsupportive articles, representing the growing interest in the scheme in the final lead up to the High Court Challenge in 2014. An online newspaper article from 2013, which portrays the NSCSWP and in particular chaplains as illegitimate, is Call for Naked School Chaplain to Be Defrocked (Domjen). This article explains how an off-duty school chaplain was preaching naked in the main street of a country town in NSW. The NSW Teachers Federation President Maurie Mulheron, and Parents and Citizens Association publicity officer Rachael Sowden were quoted in this article. It is through their direct quotes that the illegitimacy of chaplaincy is framed. President Mulheron states:We believe the chaplaincy program is wrong and that money should be used for an increase in school-based counsellors. Obviously the right checks and balances are not in place. (1)When President Mulheron states “We” it is unclear to the reader as to whether he is referring to all NSW Teachers or the organisation’s administrators. The reader is left to make their own assumptions about whom he is referring to. The President also makes a value assumption that the money would be better spent on school-based counselors, thus expressing his own opinion that they are a better option. A propositional assumption is made when he claims that the “right checks and balances are not in place”, but is he basing his claim on this one incident or is there other research to support this assumption?Perhaps this naked chaplain appeared fine when the school hired him, perhaps he does not have a previous record of inappropriate behaviour, perhaps it was an isolated incident. The reader is not given any background information on this chaplain and is therefore meant to take the President’s assumptions as legitimate fact. Ms Sowden, representing the Parents’ and Citizens’ Association, also expresses the same assumptions and concerns. Ms Sowden states:We have great concerns about the chaplain scheme - many parents do. We are concerned about whether they go through the same processes as teachers in terms of working with children checks and their suitability to the position, and this case highlights that.Ms Sowden makes a propositional assumption that many parents and citizens are concerned about the Program. It would be interesting to know what the Parents and Citizens Association was doing about this, considering the choice to have a chaplain is a decision made by the school community? Ms Sowden also asks whether chaplains “go through the same processes as teachers in terms of working with children checks and their suitability to the position”. Chaplains do not go through the same process as teachers in their training as they have a different role in the school. However, chaplains do require a Certificate IV in Pastoral Care as well as a Working with Children Check because they are in close proximity to children, and are being paid for their school counseling service (Working with Children Check). Ms Sowden’s value assumption that chaplains are unsuitable for the position is based on her own limited understanding of their qualifications, which she admits to not knowing. In fact, to be appointed to represent parents and citizens and to even voice their concerns, but not know the qualifications of chaplains in her community, is an interesting area of ignorance.This article has been framed to evaluate the actions of all chaplains through the example of a publicly-naked chaplain, discussed without context in this article. The Program is portrayed as hiring unsuitable and thus illegitimate chaplains. However, the quotes are based on concerns and assumptions that are unfounded, and are fears presented as facts. Therefore the representation is illegitimate because it does not report any information that the public can use to better understand the NSCSWP, or even to understand the circumstances surrounding the chaplain who preached naked in the street. Another article from 2014, which represents chaplains as illegitimate, is Push to Divert Chaplain Cash to School Councillors (Paine). This article focuses on the comments of the Tasmanian Association of State School Organisations President Jenny Eddington, and the Australian Education Union President Angelo Gavrielatos. These dominant voices within the Tasmanian and Australian communities are chosen to express their opinion that the money once used for chaplains should now be used to fund psychologists in schools. AEU President Angelo Gavrielatos states: Apart from undermining our secular traditions, this additional funding should have been allocated to schools to better meet the educational needs of students with trained, specialist staff.Mr Gavrielatos makes a propositional assumption that chaplains are untrained staff and are thus illegitimate staff. However, chaplains are trained and specialise in providing counseling services. Thus, through his call for “trained, specialist staff” he aims to delegitimize the training of chaplains. Mr Gavrielatos also makes a value assumption when he claims that the funding put towards the NSCSWP undermines “our secular traditions”. “Secular traditions” is an existential assumption in positioning that Australians have secular traditions, and that these do not involve chaplaincy because the Australian Government is not supposed to support religion. The Australian Bureau of Statistics states:Enlightenment principles promoted a secular government, detached from the church, that encouraged tolerance and supported religious pluralism, including the right to practice no religion. By Federation, this diversity was enshrined in the Australian Constitution, which says that the Commonwealth shall not make any law for establishing any religion, or for imposing any religious observance, or for prohibiting the free exercise of any religion. (1)The funding of the Program was a contentious issue from the time of its inception; although it could be argued that it was the prerogative of the Government to support the practice of diverse cultural and religious beliefs by allowing schools to hire religious counselors of their choice. Given that not every student is Christian some would perhaps benefit from chaplains or counselors representing other faiths.These news articles have selected dominant voices to construct and promote an ideology of chaplains as an illegitimate resource for school communities. In these newspaper reports existential, propositional and value assumptions were expressed by dominant voices who expressed concern about the role and behaviour of chaplains in schools. However, research into the Program and its operation within each state may have avoided the representation of unfounded and illegitimate assumptions.Evidence-Based Research: Avoiding Illegitimacy Over the course of the Chaplaincy Program various resources, such as reports and journal articles attempted to provide evidence of how the NSCSWP was funded and operated within state schools.The Department of Education received frequent progress reports by state schools who hired chaplains, although this information was not made available to the public. However, in 2011 then Education Minister Peter Garrett released a discussion paper informing Australians about the current set up of the Program and how the community could have their say on the Program’s fulfillment from 2012-2014. The discussion paper was reported on by The Australian, which portrayed the Program as not catering to the needs of Australian youth because chaplains are predominantly Christian (Ferrari). The newspaper report focuses on the concerns of Australian communities regarding the funding, and qualifications of chaplains, and the cost of the Program. Thus, the Program appeared illegitimate and as though it could not cater to the Australian community’s expectations.Reports conducted by organisations external to the Education Department tried to examine schools communities’ expectations and experiences of the Program. One such report was written in 2009 by Dr Philip Hughes and Professor Margaret Sims from Edith Cowan University who aimed to examine how Australian schools evaluated the Program, and the role of chaplains, but their report excluded the state of NSW.Hughes and Sims state that chaplains’ “contribution was widely appreciated” by schools (6). This report attempted to provide a legitimate and independent account of the Program, however, the report was deemed biased by NSW Greens MLC, Dr John Kaye who remarked that the study was “deeply flawed” and lacked independence (Thielking & MacKenzie 1). According to critics, the study focussed on the positive benefits of chaplains, but the only benefit that was unique to them was that they were religious (The Greens). The study also neglected to report that Hughes was an employee of the Christian Research Association and that his background could impede his objectivity. In the same year, 2009, ACCESS ministries published a report titled: The value of chaplains in Victorian schools. The independent research conducted by Social Compass covers: “the value of chaplains; their social, spiritual and academic impacts; the difference made to the health, well being and quality of life of students; and the contributions made to strengthen communities” (2).This study promoted a positive view of chaplaincy within schools and tried to report on a portion of the community’s experiences with chaplains. However, it was limited in that it pertains only to Victorian schools and received very little media attention online. Even if this information were available online it would have only related to Victoria. Further research conducted into chaplaincy has been published in the Journal of Christian Education. This journal contains many articles on chaplaincy, but these are not easily available online as they require a subscription. The findings from these articles have not been published in newspaper articles online and have therefore not been made available to the general public. The Christian bias of the journal may have also contributed to its contents being neglected by news articles made available online, although they might have assisted in providing a more balanced representation of the NSCSWP.The extent of the research conducted into The National School Chaplaincy and Student Welfare Program has not been entirely delineated here, but these are some of the prominent resources. Nonetheless, the rigorous evaluation of the contribution of the NSCSWP was minimal, and the quality of its evaluation predominantly biased.Robert Slavin states that school program evaluations must “produce reliable, unbiased, and meaningful information on the strength of evidence behind each program” (1). Unfortunately, the research conducted into the Chaplaincy Program was not free from bias, consistent or properly designed in a way that legitimately evaluated the NSCSWP. According to Monica Thielking and David MacKenzie:The fact is that the provision of support services for students in Australian schools has never been subjected to serious research and evaluation, and any analysis is made more difficult by the fact that the various states and territories deploy somewhat different models. (1)Thus, the information on the Chaplaincy Program’s progress and the responsibilities of chaplains in schools was not comprehensive or accurate enough to be appropriately reported in newspapers available online. Therefore, newspaper articles used quotes and information based on a limited understanding of the Program, which in turn produced illegitimate representations of the NSCSWP.ConclusionNewspaper reports available online drew conclusions about the Program’s effectiveness, which had not been appropriately tested. If research had been made available to the public, or published within state-based media online, Australians would have had a more legitimate understanding of the Program’s operation within state education, even if that understanding could not have changed the High Court ruling.The Chaplaincy Program demonstrates how a lack of evidence-based research allows the media to construct illegitimate representations based on promoting the assumptions of dominant, and I would argue the loudest, voices, in society. The bias represented in a consistent approach adopted by newspapers owned by dominant media companies, is a factor in the re-presentation and promotion of certain ideologies. This was made evident by the fact that, in 2014, across nine state newspapers available online, 27 articles were unsupportive of the Program as opposed to only four articles that were supportive. Audiences need to be presented with facts rather than opinions, which are based on very little research. Hopefully newspaper reporting will change in the future to offer audiences a more legitimate representation of news events. ReferencesACCESS Ministries. The Value of Chaplains in Victorian Schools. NSW, 2009. Australian Bureau of Statistics. "Reflecting a Nation: Stories from the 2011 Census, 2012–2013." 2012. Australian Government. National School Chaplaincy Program: A Discussion Paper. Australia: Commonwealth of Australian, 2011. Chaplaincy Australia. "Training." n.d. Commonwealth of Australia. National School Chaplaincy and Student Welfare Program Guidelines. Australia: Australian Government, 2012. Domjen, Briana. “Call for Naked School Chaplain to Be Defrocked.” The Australian 3 Feb. 2013: 1.Entman, Robert. "Framing Bias: Media in the Distribution of Power." Journal of Communications 1 (2007): 163-73.Fairclough, Norman. Analysing Discourse: Textual Analysis for Social Research. London: Longman, 2003.Ferrari, Justine. "School Chaplains Not Representative." The Australian 12 Feb. 2011: 1.Hughes, Philip, and Margaret Sims. The Effectivess of Chaplaincy: As Provided by the National School Chaplaincy Association to Government Schools in Australia. Perth: Edith Cowan University, 2009.Meade, Amanda. "Mark Scott: News Corp Papers Never More Aggressive than Now." The Guardian 3 Oct. 2014: 1.Paine, Michelle. “Push to Divert Chaplain Cash to School Councillors.” The Mercury 21 Jun. 2014: 1.Pritchard, Katie. "Legitimacy, Illegitimacy and Sovereignty in Shakespeare’s British Plays." U of Manchester, 2011.Slavin, Robert. "Perspectives on Evidence-Based Research in Education: What Works? Issues in Synthesizing Educational Program Evaluations." Educational Researcher 37.1 (2008): 5-14. The Greens. "Chaplaincy Program Study 'Flawed and Biased': Conclusions Not Justified." n.d. Thielking, Monica, and David MacKenzie. “School Chaplains: Time to Look at the Evidence.” 2011. Working with Children Check. "Categories of Work." 2008.

IntroductionThis article suggests extensions to the place of ‘national collections’ of Australia’s migration histories, and considers the role of regional libraries and museums in collecting, preserving, and making accessible the history of migration. The article describes a recent collaboration between the Bonegilla Migrant Experience site, the Albury LibraryMuseum and the regionally-based Charles Sturt University (CSU) to develop a virtual, three-dimensional tour of Bonegilla, a former migrant arrival centre. Through this, the role of regional collections as keeping places of migration memories and narratives outside of those institutions charged with preserving the nation’s memory is highlighted and explored.What Makes a Nation’s Memory?In 2018 the Australian Research Council (ARC) awarded a Linkage grant to a collaboration between two universities (RMIT and Deakin), and the National Library of Australia, State Library of South Australia, State Library of Victoria, and State Library of New South Wales titled “Representing Multicultural Australia in National and State Libraries” (LP170100222). This Linkage project aimed to “develop a new methodology for evaluating multicultural collections, and new policies and strategies to develop and provide access to these collections” (RMIT Centre for Urban Research).One planned output of the Linkage project was a conference, to be held in early 2019, titled “Collecting for a Society’s Memory: National and State Libraries in Culturally Diverse Societies.” The conference call for papers suggested themes that included an interrogation of the relationship between libraries and ‘the collecting sector’, but with a focus still on National and State Libraries (Boyd). As an aside, the correlation between libraries and memories seemed slightly incongruous here, as archives and museums in particular would also be key in this collecting (and preserving) society’s memory, and also the libraries that exist outside of the national and state capitals.It felt like the project and conference had a definite ‘national’ focus, with the ‘regional’ mentioned only briefly in a suggested theme.At the same time that I was reading this call for papers and about the Linkage, I was part of a CSU Learning and Teaching project to develop online learning materials for students in our Teacher Education programs (history in particular) based around the Bonegilla Migrant Arrival Centre in Wodonga, Victoria. This project uses three-dimensional film technology to bring students to the Centre site, where they can take an interactive, curriculum-based tour of the site. Alongside the interactive online tour, a series of curricula were developed to work with the Australian History Curriculum. I wondered why community-led collections like these in the regions fall to the side in discussions of a ‘national’ (aka institutional) memory, or as part of a representation of a multicultural Australia, such as in this Linkage.Before I start exploring this question I want to acknowledge the limitations of the ARC Linkage framework in terms of the project mentioned above, and that the work that is being done in the “Representing Multicultural Australia in National and State Libraries” project is of value to professional practice and community; in this article I am using the juxtaposition of the two projects as an impetus to interrogate the role of regional collaboration, and to argue for a notion of national memory as a regional collecting concern.Bonegilla: A Contested SiteFrom 1947 through to 1971 over 300,000 migrants to Australia passed through the Bonegilla Migrant Reception and Training Centre (“Bonegilla”) at a defining time in Australia’s immigration history, as post-World War II migration policies encompassed non-English speaking Europeans displaced by the war (Pennay "Remembering Bonegilla" 43). Bonegilla itself is a small settlement near the Hume Dam, 10 km from the New South Wales town of Albury and the Victorian town of Wodonga. Bonegilla was a former Army Camp repurposed to meet the settlement agendas of multiple Australian governments.New migrants spent weeks and months at Bonegilla, learning English, and securing work. The site was the largest (covering 130 hectares of land) and longest-lasting reception centre in post-war Australia, and has been confirmed bureaucratically as nationally significant, having been added to the National Heritage Register in 2007 (see Pennay “Remembering Bonegilla” for an in-depth discussion of this listing process). Bonegilla has played a part in defining and redefining Australia’s migrant and multicultural history through the years, with Bruce Pennay suggesting thatperhaps Bonegilla has warranted national notice as part of an officially initiated endeavour to develop a more inclusive narrative of nation, for the National Heritage List was almost contemporaneously expanded to include Myall Creek. Perhaps it is exemplary in raising questions about the roles of the nation and the community in reception and training that morph into modern day equivalents. (“Memories and Representations” 46)Given its national significance, both formally and colloquially, Bonegilla has provided rich material for critical thinking around, for example, Australian multicultural identity, migration commemorations and the construction of cultural memory. Alexandra Dellios argues that Bonegilla and its role in Australia’s memory is a contested site, and thatdespite criticisms from historians such as Persian and Ashton regarding Bonegilla’s adherence to a revisionist narrative of multicultural progress, visitor book comments, as well as exchanges and performances at reunions and festivals, demonstrate that visitors take what they will from available frameworks, and fill in the ‘gaps’ according to their own collective memories, needs and expectations. (1075)This recognition of Bonegilla as a significant, albeit “heritage noir” (Pennay, “Memories and Representations” 48), agent of Australia’s heritage and memory makes it a productive site to investigate the question of regional collections and collaborations in constructing a national memory.Recordkeeping: By Government and CommunityThe past decade has seen a growth in the prominence of community archives as places of memory for communities (for example Flinn; Flinn, Stevens, and Shepherd; Zavala et al.). This prominence has come through the recognition of community archives as both valid sites of study as well as repositories of memory. In turn, this body of knowledge has offered new ways to think about collection practices outside of the mainstream, where “communities can make collective decisions about what is of enduring value to them, shape collective memory of their own pasts, and control the means through which stories about their past are constructed” (Caswell, Cifor, and Ramirez 58). Jimmy Zavala, and colleagues, argue that these collections “challenge hierarchical structures of governance found in mainstream archival institutions” (212), and offer different perspectives to those kept on the official record. By recognising both the official record and the collections developed and developing outside of official repositories, there are opportunities to deepen understandings and interpretations of historical moments in time.There are at least three possible formal keeping places of memories for those who passed through, worked at, or lived alongside Bonegilla: the National Archives of Australia, the Albury LibraryMuseum in Albury, New South Wales, and the Bonegilla Migrant Experience site itself outside of Wodonga. There will of course be records in other national, state, local, and community repositories, along with newspaper articles, people’s homes, and oral lore that contribute to the narrative of Bonegilla memories, but the focus for this article are these three key sites as the main sources of primary source material about the Bonegilla experience.Official administrative and organisational records of activity during Bonegilla’s reception period are held at the National Archives of Australia in the national capital, Canberra; these records contribute to the memory of Bonegilla from a nation-state perspective, building an administrative record of the Centre’s history and of a significant period of migration in Australia’s past. Of note, Bonegilla was the only migrant centre that created its own records on site, and these records form part of the series known as NAA: A2567, NAA A2571 1949–56 and A2572 1957–71 (Hutchison 70). Records of local staff employed at the site will also be included in these administrative files. Very few of these records are publicly accessible online, although work is underway to provide enhanced online and analogue access to the popular arrival cards (NAA A2571 1949-56 and A2572 1957–71) onsite at Bonegilla (Pennay, personal communication) as they are in high demand by visitors to the site, who are often looking for traces of themselves or their families in the official record. The National Archives site Destination Australia is an example of an attempt by the holder of these administrative records to collect personal stories of this period in Australia’s history through an online photograph gallery and story register, but by 2019 less than 150 stories have been published to the site, which was launched in 2014 (National Archives of Australia).This national collection is complemented and enhanced by the Bonegilla Migration Collection at the Albury LibraryMuseum in southern New South Wales, which holds non-government records and memories of life at Bonegilla. This collection “contains over 20 sustained interviews; 357 personal history database entries; over 500 short memory pieces and 700 photographs” (Pennay “Memories and Representations” 45). It is a ‘live’ collection, growing through contributions to the Bonegilla Personal History Register by the migrants and others who experienced the Centre, and through an ongoing relationship with the current Bonegilla Migrant Experience site to act as a collection home for their materials.Alongside the collection in the LibraryMuseum, there is the collection of infrastructure at the Bonegilla Migrant Experience (BME) site itself. These buildings and other assets, and indeed the absence of buildings, plus the interpretative material developed by BME staff, give further depth and meaning to the lived experience of post-war migration to Australia. Whilst both of these collections are housed and managed by local government agencies, I suggest in this article that these collections can still be considered community archives, given the regional setting of the collections, and the community created records included in the collections.The choice to locate Bonegilla in a fairly isolated regional setting was a strategy of the governments of the time (Persian), and in turn has had an impact on how the site is accessed; by who, and how often (see Dellios for a discussion of the visitor numbers over the history of the Bonegilla Migrant Experience over its time as a commemorative and tourist site). The closest cities to Bonegilla, Albury and Wodonga, sit on the border of New South Wales and Victoria, separated by the Murray River and located 300 km from Melbourne and 550 km from Sydney. The ‘twin towns’ work collaboratively on many civic activities, and are an example of a 1970s-era regional development project that in the twenty-first century is still growing, despite the regional setting (Stein 345).This regional setting justifies a consideration of virtual, and online access to what some argue is a site of national memory loaded with place-based connections, with Jayne Persian arguing that “the most successful forays into commemoration of Bonegilla appear to be website-based and institution-led” (81). This sentiment is reflected in the motivation to create further online access points to Bonegilla, such as the one discussed in this article.Enhancing Teaching, Learning, and Public Access to CollectionsIn 2018 these concepts of significant heritage sites, community archives, national records, and an understanding of migration history came together in a regionally-based Teaching and Learning project funded through a CSU internal grant scheme. The scheme, designed to support scholarship and enhance learning and teaching at CSU, funded a small pilot project to pilot a virtual visit to a real-life destination: the Bonegilla Migrant Experience site. The project was designed to provide key teaching and learning material for students in CSU Education courses, and those training to teach history in particular, but also enhance virtual access to the site for the wider public.The project was developed as a partnership between CSU, Albury LibraryMuseum, and Bonegilla Migrant Experience, and formalised through a Memorandum of Understanding with shared intellectual property. The virtual visit includes a three-dimensional walkthrough created using Matterport software, intuitive navigation of the walkthrough, and four embedded videos linked with online investigation guides. The site is intended to help online visitors ‘do history’ by locating and evaluating sources related to a heritage site with many layers and voices, and whose narrative and history is contested and told through many lenses (Grover and Pennay).As you walk through the virtual site, you get a sense of the size and scope of the Migrant Arrival Centre. The current Bonegilla Migrant Experience site sits at Block 19, one of 24 blocks that formed part of the Centre in its peak time. The guiding path takes you through the Reception area and then to the ‘Beginning Place’, a purpose built interpretative structure that “introduces why people came to Australia searching for a new beginning” (Bonegilla site guide). Moving through, you pass markers on the walls and other surfaces that link through to further interpretative materials and investigation guides. These guides are designed to introduce K-10 students and their teachers to practices such as exploring online archives and thematic inquiry learning aligned to the Australian History Curriculum. Each guide is accompanied by teacher support material and further classroom activities.The guides prompt and guide visitors through an investigation of online archives, and other repositories, including sourcing files held by the National Archives of Australia, searching for newspaper accounts of controversial events through the National Library of Australia’s digital repository Trove, and access to personal testimonies of migrants and refugees through the Albury LibraryMuseum Bonegilla Migration Collection. Whilst designed to support teachers and students engaging with the Australian History Curriculum, these resources are available to the public. They provide visitors to the virtual site an opportunity to develop their own critical digital literacy skills and further their understanding of the official records along with the community created records such as those held by the Albury LibraryMuseum.The project partnership developed from existing relationships between cultural heritage professionals in the Albury Wodonga region along with new relationships developed for technology support from local companies. The project also reinforced the role of CSU, with its regional footprint, in being able to connect and activate regionally-based projects for community benefit along with teaching and learning outcomes.Regional CollaborationsLiz Bishoff argues for a “collaboration imperative” when it comes to the galleries, libraries, archives, and museums (GLAM) sector’s efficacy, and it is the collaborative nature of this project that I draw on in this article. Previous work has also suggested models of convergence, where multiple institutions in the GLAM sector become a single institution (Warren and Matthews 3). In fact the Albury LibraryMuseum is an example of this model. These converged models have been critiqued from resourcing, professionalisation and economic perspectives (see for example Jones; Hider et al.; Wellington), but in some cases for local government agencies especially, they are an effective way of delivering services to communities (Warren and Matthews 9). In the case of this virtual tour, the collaboration between local government and university agencies was temporal for the length of the project, where the pooling of skills, resources, and networks has enabled the development of the resource.In this project, the regional setting has allowed and taken advantage of an intimacy that I argue may not have been possible in a metropolitan or urban setting. The social intimacies of regional town living mean that jobs are often ‘for a long time (if not for life)’, lives intersect in more than a professional context, and that because there are few pathways or options for alternative work opportunities in the GLAM professions, there is a vested interest in progress and success in project-based work. The relationships that underpinned the Bonegilla virtual tour project reflect many of these social intimacies, which included former students, former colleagues, and family relationships.The project has modelled future strategies for collaboration, including open discussions about intellectual property created, the auspicing of financial arrangements and the shared professional skills and knowledge. There has been a significant enhancement of collaborative partnerships between stakeholders, along with further development of professional and personal networks.National Memories: Regional ConcernsThe focus of this article has been on records created about a significant period in Australia’s migration history, and the meaning that these records hold based on who created them, where they are held, and how they are accessed and interpreted. Using the case study of the development of a virtual tour of a significant site—Bonegilla—I have highlighted the value of regional, non-national collections in providing access to and understanding of national memories, and the importance of collaborative practice to working with these collections. These collections sit physically in the regional communities of Albury and Wodonga, along with at the National Archives of Australia in Canberra, where they are cared for by professional staff across the GLAM sector and accessed both physically and virtually by students, researchers, and those whose lives intersected with Bonegilla.From this, I argue that by understanding national and institutional recordkeeping spaces such as the National Archives of Australia as just one example of a place of ‘national memory’, we can make space for regional and community-based repositories as important and valuable sources of records about the lived experience of migration. Extending this further, I suggest a recognition of the role of the regional setting in enabling strong collaborations to make these records visible and accessible.Further research in this area could include exploring the possibility of giving meaning to the place of record creation, especially community records, and oral histories, and how collaborations are enabling this. In contrast to this question, I also suggest an exploration of the role of the Commonwealth staff who created the records during the period of Bonegilla’s existence, and their social and cultural history, to give more meaning and context to the setting of the currently held records.ReferencesBishoff, Liz. “The Collaboration Imperative.” Library Journal 129.1 (2004): 34–35.Boyd, Jodie. “Call for Papers: Collecting for a Society’s Memory: National and State Libraries in Culturally Diverse Societies.” 2018. 1 Apr. 2019 <https://networks.h-net.org/node/73374/announcements/2079324/collecting-society%E2%80%99s-memory-national-and-state-libraries>.Caswell, Michelle, Marika Cifor, and Mario H. Ramirez. “‘To Suddenly Discover Yourself Existing': Uncovering the Impact of Community Archives.” The American Archivist 79.1 (2016): 56–81.Dellios, Alexandra. “Marginal or Mainstream? Migrant Centres as Grassroots and Official Heritage.” International Journal of Heritage Studies 21.10 (2015): 1068–83.Flinn, Andrew. “Community Histories, Community Archives: Some Opportunities and Challenges.” Journal of the Society of Archivists 28.2 (2007): 151–76.Flinn, Andrew, Mary Stevens, and Elizabeth Shepherd. “Whose Memories, Whose Archives? Independent Community Archives, Autonomy and the Mainstream.” Archival Science 9.1–2 (2009): 71.Grover, Paul, and Bruce Pennay. “Learning & Teaching Grant Progress Report.” Albury Wodonga: Charles Sturt U, 2019.Hider, Philip, Mary Anne Kennan, Mary Carroll, and Jessie Lymn. “Exploring Potential Barriers to Lam Synergies in the Academy: Institutional Locations and Publishing Outlets.” The Expanding LIS Education Universe (2018): 104.Hutchison, Mary. “Accommodating Strangers: Commonwealth Government Records of Bonegilla and Other Migrant Accommodation Centres.” Public History Review 11 (2004): 63–79.Jones, Michael. “Innovation Study: Challenges and Opportunities for Australia’s Galleries, Libraries, Archives and Museums.” Archives & Manuscripts 43.2 (2015): 149–51.National Archives of Australia. “Snakes in the Laundry... and Other Horrors”. Canberra, 29 May 2014. <http://www.naa.gov.au/about-us/media/media-releases/2014/25.aspx>.Pennay, Bruce. “‘But No One Can Say He Was Hungry’: Memories and Representations of Bonegilla Reception and Training Centre.” History Australia 9.1 (2012): 43–63.———. “Remembering Bonegilla: The Construction of a Public Memory Place at Block 19.” Public History Review 16 (2009): 43–63.Persian, Jayne. “Bonegilla: A Failed Narrative.” History Australia 9.1 (2012): 64–83.RMIT Centre for Urban Research. “Representing Multicultural Australia in National and State Libraries”. 2018. 11 Feb. 2019 <http://cur.org.au/project/representing-multicultural-australia-national-state-libraries/>.Stein, Clara. “The Growth and Development of Albury-Wodonga 1972–2006: United and Divided.” Macquarie U, 2012.Warren, Emily, and Graham Matthews. “Public Libraries, Museums and Physical Convergence: Context, Issues, Opportunities: A Literature Review Part 1.” Journal of Librarianship and Information Science (2018): 1–14.Wellington, Shannon. “Building Glamour: Converging Practice between Gallery, Library, Archive and Museum Entities in New Zealand Memory Institutions.” Wellington: Victoria U, 2013.Zavala, Jimmy, Alda Allina Migoni, Michelle Caswell, Noah Geraci, and Marika Cifor. “‘A Process Where We’re All at the Table’: Community Archives Challenging Dominant Modes of Archival Practice.” Archives and Manuscripts 45.3 (2017): 202–15.

IntroductionAs the teaching staff working in a university postgraduate program—the Graduate Certificate of Creative Industries (Creative Practice) at Central Queensland University, Australia—an ongoing concern has been to ensure our students engage with the digital course content (delivered via the Moodle learning management system). This is an issue shared across the sector (La Pointe and Reisetter; Dargusch et al.) and, in our case, specifically in the area of students understanding how this online course content and tasks could benefit them in a program that is based around individual projects. As such, we are invested in enhancing student engagement both within the framework of this individual program and at an institution level. Like many institutions which now offer degrees which are either partially or fully online, the program in question offers a blended learning environment, with internal students also expected to engage with online materials (Rovai and Jordan; Colis and Moonen). The program was developed in 2011, first offered in 2012, and conducted two and sometimes three terms a year since then.Within the first year of delivery, low levels of student participation in online learning were identified as problematic. This issue was addressed using strategies that made use of characteristic strengths among our creative industries students, by developing and linking a peer-to-peer mentoring approach to our blended learning course design. Our challenge in this (as project facilitators and as teachers) has been to devise strategies to shift the students from reluctant to engaged online content users. A key strategy has evolved around introducing peer-mentoring as an intrinsic behaviour in the courses in the program. While not using a full case study approach, we do offer this singular instance for consideration as “much can be learned from a particular case” (Merriam 51). The below is based on our own observations, together with formal and informal student feedback gathered since 2012.Mentors and MentoringThe term mentor can have different meanings depending on the context in which the phrase is used. Ambrosetti and Dekkers note that “it is evident from the literature that there is no single definition for mentoring” (42). Drawing on an array of literature from a number of disciplines to qualify the definition of the term mentoring, Ambrosetti and Dekkers have identified a series of theorists whose definitions demonstrate the wide-ranging interpretation of what this act might be. Interestingly, they found that, even within the relatively narrow context of pre-service teacher research, words used to identify the term mentor varied from relatively collegial descriptors for the established teacher such as supporter, friend, collaborator, role model, and protector, to more formalised roles including trainer, teacher, assessor, and evaluator. The role to be played by a mentor—and how it is described—can also vary according to parameters around, and the purpose of, the mentoring relationship. That is, even though “mentoring, as described in literature, generally involves supporting and providing feedback to the mentee without judgment or criteria” (43), the dynamics of the mentor-mentee relationship may influence the perception and the nature of these roles. For example, the mentoring relationship between a teacher and pre-service teacher may be perceived as hierarchical whereby knowledge and feedback is “passed down” from mentor to mentee, that is, from a more authoritative, experienced figure to a less knowledgeable recipient. As such, this configuration implies a power imbalance between the roles.The relationships involved in peer-to-peer mentoring can be similarly defined. In fact, Colvin and Ashman describe the act of peer-mentoring as “a more experienced student helping a less experienced student improve overall academic performance”, and a relationship that “provides advice, support, and knowledge to the mentee” (122). Colvin and Ashman’s research also suggests that “if mentors and mentees do not have a clear sense of their roles and responsibilities, mentors will find it difficult to maintain any sort of self‐efficacy” (122)—a view that is held by others researchers in this field (see Hall et al.; Reid; Storrs, Putsche and Taylor). However, this collective view of peer-to-peer mentorship was not what we aimed to foster. Instead, we wanted our courses and program to both exhibit and inculcate practices and processes which we felt are more in line with our understanding of the creative industries, including a more organic, voluntary and non-hierarchical approach to peer-to-peer mentorship. This could use Ambrosetti and Dekker’s less hierarchical descriptors of supporter, friend, and collaborator listed above.Student CohortThe student cohort in this program regularly includes on-campus and distance education students in approximately equal ratios, with those studying by distance often geographically very widely dispersed across Australia, and sometimes internationally. The students in this program come from a diverse spectrum of creative industries’ art forms, including creative writing, digital media, film, music, and visual arts. Most enter the program with advanced skills, undergraduate or equivalent qualifications and/or considerable professional experience in their individual areas of creative practice and are seeking to add a postgraduate-level of understanding and scholarly extension to this practice (Kroll and Brien; Webb and Brien). Students also utilise a wide range of learning styles and approaches when developing and completing the creative works and research-informed reflective reports which comprise their assessment. All the students in the program’s courses utilise, and contribute to, a single online Moodle site each term. Some also wish to progress to research higher degree study in creative practice-led research projects (Barrett and Bolt) after completing the program.Applying Peer-to-Peer Mentoring in a Project-Based ProgramThe student cohort in this program is diverse, both geographically and in terms of the area of individual creative industries’ specialisation and the actual project that each student is working on. This diversity was a significant factor in the complexity of the challenge of how to make the course online site and its contents and tasks (required and optional) relevant and engaging for all students. We attempted to achieve this, in part, by always focusing on content and tasks directly related to the course learning outcomes and assessment tasks, so that their usefulness and authenticity in terms of the student learning journey was, we hoped, obvious to students. While this is a common practice in line with foundational conceptions of effective learning and teaching in higher education, we also proposed that we might be able to insure that course content was accessed and engaged with, and tasks completed, by linking the content and tasks in Moodle to the action of mentoring. In this, students were encouraged to discuss their projects in the online discussion forum throughout the term. This began with students offering brief descriptions of their projects as they worked through the project development stage, to reports on progress including challenges and problems as well as achievements. Staff input to these discussions offered guidance—both through example and (at times) gentle direction—on how students could also give collegial advice to other students on their projects. This was in terms of student knowledge and experience gained from previous work plus that learned during the program. In this, students reported on their own activities and how learning gained could potentially be used in other professional fields, as for example: “I specifically enjoyed the black out activity and found the online videos exceptional, inspiring and innovating. I really enjoyed this activity and it was something that I can take away and use within the classroom when educating” (‘Student 1’, week 8, Term 1 2015). Students also gave advice for others to follow: “I understand that this may not have been the original intended goal of Free Writing—but it is something I would highly recommend … students to try and see if it works for you” (‘Student 2’, week 5, Term 1 2015). As each term progressed, and trust built up—a key aspect of online collaboration (Holton) as well as a fruitful mentoring relationship (Allen and Poteet)—joint problem solving also began to take place in these discussions.As most of the students never interact face-to-face during the term, the relative impersonality of the online discussions in Moodle, although certainly not anonymous, seemed to provide a safe platform for peer-to-peer mentoring, even when this was offered by those who were also interacting in class as well. As facilitators of this process, we also sought to model best-practice interaction in this communication and ensure that any posts were responded to in an encouraging and timely manner (Aragon). As a result, the traffic within these forums generally increased each week so that, by the end of the term, every student (both external and internal) had contributed significantly to online discussions—even those who appeared to be more reluctant participants in the beginning weeks of the term. Strategies to Facilitate Peer-to-Peer MentoringSeeking to facilitate this process, we identified discrete points within the term’s course delivery at which we would encourage a greater level of engagement with the online resources and, through this, also encourage more discussion in the online discussion forum. One of the strategies we employed was to introduce specific interactions as compulsory components of the course but, at the same time, always ensuring that these mandated interactions related directly to assessment items. For example, a key assessment task requires students to write reflectively about their creative work and processes. We duly included information and examples of reflective writing as resources online. In order to further develop this skill for both internal and external students, we adopted an active and iterative learning approach to this task by asking students to write reflectively, each week, about the online resources provided to them. In asking students to do this, we reiterated that, at the end of term, a core part of the assessment item was that each student would be asked to describe, analyse and reflect on how they used these resources to facilitate their creative practice. At the end of the term, therefore, each student could collate his or her weekly responses, and use these as part of this assessment task. However, before this final reflection needed to be completed, these reflective musings were already being refined and extended as a result of the commentaries offered by other students responding to these weekly reflections. In this, these commenting students were, in fact, playing the role of peer-to-peer mentors, assisting each other to enhance their abilities in reflective thinking and writing.It should be stated that neither formal mentoring roles nor expectations of the process or its outcomes were pre-determined, defined or outlined to students by the teaching staff or communicated directly to them in any way (such as via the course materials). Instead, internal and distance students were encouraged to communicate with each other and offer guidance, help and support to each other (but which was never described as peer-to-peer mentorship) via their use of the Moodle learning managements system as both a group communication tool and a collaborative learning resource (Dixon, Dixon and Axmann). It is common for creative practitioners to collect data in the form of objects, resources, tools, and memories in order to progress their work and this habit has been termed that of the “bowerbird” (Brady). Knowing that it likely that many of our students are already proficient bowerbirds with many resources in their personal collections, we also facilitated a peer-to-peer mentoring activity in the form of an online competition. This competition asked students to post their favourite interactive resource onto the Moodle site, accompanied by a commentary explaining why and how it could be used. Many students engaged with these peer-posted resources and then, in turn, posted reflections on their usefulness, or not, for their own personal practice and learning. This, in turn, engendered more resources to be posted, shared, and discussed in terms of project problem-solving and, thus, became another ongoing activity that encouraged students to act as increasingly valued peer-mentors to each other.The Practical Application of Peer-to-Peer MentoringEach term, it is a course requirement that the student cohort, both internal and external, combine to create a group outcome—an exhibition of their creative work (Sturm, Beckton and Brien). For some students, the work exhibited is completed; for others, particularly part-time students, the work shown is frequently still in progress. Given that the work in the student exhibition regularly includes music and creative writing as well as visual art, this activity forces students to engage with their peers in ways that most of them have not previously encountered. This interaction includes communication across the internal and distance members of the cohort to determine what work will be included in the exhibition, and how work will be sent for display by external students, as well as liaising in relation to range of related considerations including: curatorial (what the exhibition will be named, and how work is to be displayed), cataloguing (how the works, and their contributors, are to be described), and the overall design of the catalogue and invitation (Sturm, Beckton and Brien). Students make these decisions, as a group, with guidance from staff mainly being offered in terms of practical information (such as what days and times the exhibition space can be accessed) and any limitations due to on-site health and safety considerations and other university-wide regulations.Student feedback has been very positive in relation to this aspect of the course (Sturm, Beckton and Brien), and its collective nature is often remarked on in both formal and informal feedback. We are also finding that some prospective students are applying to the program with a knowledge of this group exhibition and some information about how it is achieved. After graduation, students have reported that this experience of peer-to-peer working across the spectrum of creative industries’ art forms has given them a confidence that they were able to apply in real work situations and has, moreover been a factor that directly led to relevant employment. One student offered in unsolicited feedback: “It was a brilliant course that I gained a lot from. One year on, I have since released another single and work as an artist manager, independently running campaigns for other artists. The course also helped make me more employable as well, and I now work … as a casual admin and projects officer” (Student 3, 2015).Issues Arising from Peer-to-Peer MentoringAn intrinsic aspect of facilitating and encouraging this peer-to-peer mentoring was to allow a degree of latitude in relation to student online communication. The week-to-week reflection on the online resources was, for instance, the only mandated activity. Other participation was modeled and encouraged, but left to students as to how often and when they participated, as well as the length of their posts. In each term, we have found student involvement in discussions increased throughout the term, and tended to exceed our expectations in both quantity and quality of posts.We have also found that the level of intimate detail offered, and intimacy developed, in the communications was far greater than we had initially anticipated, and that there were occasions when students raised personal issues. Initially, we were apprehensive about this, particularly when one student discussed past mental health challenges. At the time, we discussed that the creative arts – whether in terms of its creation or appreciation – are highly personal practices (Sternberg), and that the tone taken by many of the creative individuals, theorists, and researchers whose materials we use as resources was often personally revealing (see, for example, Brien and Brady). By not interfering, other than ensuring that the tone students used with each other was always respectful and focused on the professional aspects of what was being discussed, we observed that this personal revelation translated into high levels of engagement in the discussions, and indeed, encouraged peer support and understanding. Thus, in terms of the student who revealed information about past health issues and who at one stage had considered withdrawing from the course, this student later related to staff—in an unsolicited communication—that these discussions led to him feeling well supported. This student has, moreover, continued to work on related creative practice projects after completing the program and, indeed, is now considering continuing onto Masters level studies.ConclusionIn relation to much of the literature of mentoring, this experience of student interaction with others through an online discussion board appears to offer a point of difference. While that literature reports on other examples of peer-to-peer mentoring, most of these follow the seemingly more usual vertical mentoring model (that is, one which is hierarchical), rather than what developed organically in our case as a more horizontal mode. This is, moreover, a mode which has many synergies with the community of practice and collaborative problem solving models which are central to the creative industries (Brien and Bruns).Collings, Swanson, and Watkins have reported on the positive impact of peer mentoring on student wellbeing, integration, and retention. In terms of effects and student outcomes, although we have not yet collected data on these aspects of this activity, our observations together with informal and University-solicited feedback suggests that this peer-to-peer mentoring was useful (in terms of their project work) and affirming and confidence-building (personally and professionally) for students who are both mentors and mentees. These peer-to-peer mentoring activities assisted in developing, and was encouraged by, an atmosphere in which students felt it was appropriate and safe to both offer support and critique of each others’ work and ideas, as well as encouragement when students felt discouraged or creatively blocked. Students, indeed, reported in class and online that this input assisted them in moving through their projects and, as program staff, we saw that that this online space created a place where collaborative problem-solving could be engaged in as the need arose—rather than in a more forced manner. As teachers, we also found these students became our post-graduate colleagues in the way more usually experienced in the doctoral supervisor-student relationship (Dibble and Loon).The above reports on a responsive learning and teaching strategy that grew out of our understanding of our students’ needs that was, moreover, in line with our institution’s imperatives. We feel this was a successful and authentic way of involving students in online discussions, although we did not originally foresee that they would become mentors in the process. The next step is to develop a project to formally evaluate this aspect of this program and our teaching, as well as whether (or how) they reflect the overarching discipline of the creative industries in terms of process and philosophy. ReferencesAllen, Tammy D., and Mark L. Poteet. “Developing Effective Mentoring Relationships: Strategies from the Mentor’s Viewpoint.” The Career Development Quarterly 48.1 (1999): 59–57.Ambosetti, Angelina, and John Dekkers. “The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships.” Australian Journal of Teaching Education 35.6 (2010): 42–55.Aragon, Steven R. “Creating Social Presence in Online Environments.” New Directions for Adult and Continuing Education 100 (2003): 57–68. Barrett, Estelle, and Barbara Bolt, eds. Practice as Research: Approaches to Creative Arts Enquiry. London: I.B. Tauris, 2007.Brady, Tess. “A Question of Genre: Demystifying the Exegesis.” TEXT: Journal of the Australian Association of Writing Programs 4.1 (2000). 1 Mar. 2016 <http://www.textjournal.com.au/april00/brady.htm>.Brien, Donna Lee, and Tess Brady. “Collaborative Practice: Categorising Forms of Collaboration for Practitioners.” TEXT: The Journal of the Australian Association of Writing Programs 7.2 (2003). 1 Mar. 2016 <http://www.textjournal.com.au/oct03/brienbrady.htm>.Brien, Donna Lee, and Axel Bruns. “Editorial.” M/C Journal 9.2 (2006) 1 Mar. 2016 <http://www.textjournal.com.au/oct03/brienbrady.htm>.Central Queensland University. CB82 Graduate Certificate in Creative Industries. 2016. 1 Mar. 2016 <http://handbook.cqu.edu.au/programs/index?programCode=CB82>.Colis, B., and J. Moonen. Flexible Learning in a Digital World: Experiences and Expectations. London: Kogan-Page, 2001.Collings, R., V. Swanson and R. Watkins. “The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention: A Controlled Comparative Evaluation of Residential Students in U.K. Higher Education.” Higher Education 68 (2014): 927–42.Colvin, Janet W., and Miranda Ashman. “Roles, Risks and Benefits of Peer Mentoring Relationships in Higher Education.” Mentoring and Tutoring: Partnership in Learning 18.2 (2010): 121–34. Dargusch, Joanne, Lois R. Harris, Kerry Reid-Searl, and Benjamin Taylor. “Getting the Message Through: Communicating Assessment Expectations to First Year Students.” Australian Association of Research in Education Conference. Fremantle, WA: 2015.Dibble, Brian, and Julienne van Loon. “The Higher Degree Research Journey as a Three Legged Race.” TEXT: Journal of the Australian Association of Writing Programs 8.2 (2004). 20 Feb. 2016 <http://www.textjournal.com.au/oct04/dibble_vanloon.htm>.Dixon, Robert, Kathryn Dixon, and Mandi Axmann. “Online Student Centred Discussion: Creating a Collaborative Learning Environment.” Hello! Where Are You in the Landscape of Educational Technology: Proceedings ASCILITE. Melbourne: ASCILITE, 2008. 256–264.Hall, Kendra M., Rani Jo Draper, Leigh K. Smith, and Robert V. Bullough. “More than a Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers.” Mentoring & Tutoring: Partnership in Learning 16.3 (2008): 328–45.Holton, Judith A. “Building Trust and Collaboration in a Virtual Team.” Team Performance Management: An International Journal 7.3/4 (2001): 36–47.Kroll, Jeri, and Donna Lee Brien. “Studying for the Future: Training Creative Writing Postgraduates for Life after Degrees.” Australian Online Journal of Arts Education 2.1 (2006): 1–13.La Pointe, Loralee, and Marcy Reisetter. “Belonging Online: Students’ Perceptions of the Value and Efficacy of an Online Learning Community.” International Journal on E-Learning 7.4 (2008): 641–65.Merriam, Sharan B. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass, 2009.Reid, E. Shelley. “Mentoring Peer Mentors: Mentor Education and Support in the Composition Program.” Composition Studies 36.2 (2008): 51–79.Rovai, A.P., and Hope M. Jordan. “Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses.” Virginia: Regent University, 2004. 20 Feb. 2016 <http://www.irrodl.org/index.php/irrodl/article/view/192/274>.Storrs, D., L. Putsche, and A. Taylor. “Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking among Female Undergraduate Protégés and Their Mentors in a University Mentoring Programme.” Mentoring & Tutoring: Partnership in Learning 16.2 (2008): 175–88. Sternberg, Robert. The Nature of Creativity: Contemporary Psychological Perspectives. Cambridge: Cambridge UP, 1988.Sturm, Ulrike, Denise Beckton, and Donna Lee Brien. “Curation on Campus: An Exhibition Curatorial Experiment for Creative Industries Students.” M/C Journal 18.4 (2015). 12 Feb. 2016 <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1000>.Webb, Jen, and Donna Lee Brien. “Preparing Graduates for Creative Futures: Australian Creative Arts Programs in a Globalising Society.” Partnerships for World Graduates: AIC (Academia, Industry and Community) 2007 Conference. Melbourne: RMIT, 28–30 November 2007.

IntroductionAccounts of mentoring relationships inevitably draw attention to hierarchies of expertise, knowledge and learning. While public concerns about both the risks and benefits for young people of social media, little attention has been given to the nature of the mentoring role that parents and families play alongside of schools. This conceptual paper explores models of mentorship in the context of family dynamics as they are affected by social media use. This is a context that explicitly disrupts hierarchical structures of mentoring in that new media, and particularly social media use, tends to be driven by youth cultural practices, identity formation, experimentation and autonomy-seeking practices (see for example: Robards; boyd; Campos-Holland et al.; Hodkinson). A growing body of research supports the notion that young people are more skilled in navigating social media platforms than their parents (FOSI; Campos-Holland et al.). This research establishes that uncertainty and tension derived from parents’ impression that their children know more about social media they do (FOSI; Sorbring) has brought about a market for advice and educational programs. In the content of this paper it is notable that when family dynamics and young people’s social media use are addressed through notions of digital citizenship or cyber safety programs, a hierarchical mentorship is assumed, but also problematised; thus the expertise hierarchy is inverted. This paper argues that use of social media platforms, networks, and digital devices challenges traditional hierarchies of expertise in family environments. Family members, parents and children in particular, are involved in ongoing, complex conversations and negotiations about expertise in relation to technology and social media use. These negotiations open up an alternative space for mentorship, challenging traditional roles and suggesting the need for cooperative processes. And this, in turn, can inspire new ways of relating with and through social media and mobile technologies within the family.Inverting Expertise: Social Media, Family and MentoringSocial media are deeply embedded in everyday routines for the vast majority of the population. The emergence of the ‘networked society’, characterised by increasing and pervasive digital and social connectivity, has the potential to create new forms of social interactions within and across networks (Rainie and Wellman), but also to reconfigure intergenerational and family relations. In this way, social media introduces new power asymmetries that affect family dynamics and in particular relationships between young people and their parents. This relatively new mediated environment, by default, exposes young people to social contexts well beyond family and immediate peers making their lived experiences individual, situational and contextual (Swist et al.). The perceived risks this introduces can provoke tensions within families looking to manage those uncertain social contexts, in the process problematising traditional structures of mentorship. Mentoring is a practice predominantly understood within educational and professional workplace settings (Ambrosetti and Dekkers). Although different definitions can be found across disciplines, most models position a mentor as a more experienced knowledge holder, implying a hierarchical relationship between a mentor and mentee (Ambrosetti and Dekkers). Stereotypically, a mentor is understood to be older, wiser and more experienced, while a mentee is, in turn, younger and in need of guidance – a protégé. Alternative models of mentorship see mentoring as a reciprocal process (Eby, Rhodes and Allen; Naweed and Ambrosetti).This “reciprocal” perspective on mentorship recognises the opportunity both sides in the process have to contribute and benefit from the relationship. However, in situations where one party in the relationship does not have the expected knowledge, skills or confidence, this reciprocity becomes more difficult. Thus, as an alternative, asymmetrical or cooperative mentorship lies between the hierarchical and reciprocal (Naweed and Ambrosetti). It suggests that the more experienced side (whichever it is) takes a lead while mentoring is negotiated in a way that meets both sides’ needs. The parent-child relationship is generally understood in hierarchical terms. Traditionally, parents are considered to be mentors for their children, particularly in acquiring new skills and facilitating transitions towards adult life. Such perspectives on parent-child relationships are based on a “deficit” approach to youth, “whereby young people are situated as citizens-in-the-making” (Collin). Social media further problematises the hierarchical dynamic with the role of knowledge holder varying between and within the family members. In many contemporary mediated households, across developed and wealthy nations, technologically savvy children are actively tailoring their own childhoods. This is a context that requires a reconceptualisation of traditional mentoring models within the family context and recognition of each stakeholder’s expertise, knowledge and agency – a position that is markedly at odds with traditional deficit models. Negotiating Social Media Use within the FamilyIn the early stages of the internet and social media research, a generational gap was often at the centre of debates. Although highly contested, Prensky’s metaphor of digital natives and digital immigrants persists in both the popular media and academic literature. This paradigm portrays young people as tech savvy in contrast with their parents. However, such assumptions are rarely grounded in empirical evidence (Hargittai). Nonetheless, while parents are active users of social media, they find it difficult to negotiate social media use with their children (Sorbring). Some studies suggest that parental concerns arise from impressions that their children know more about social media than they do (FOSI; Wang, Bianchi and Raley). Additionally, parental concern with a child’s social media use is positively correlated with the child’s age; parents of older children are less confident in their skills and believe that their child is more digitally skillful (FOSI). However, it may be more productive to understand social media expertise within the family as shared: intermittently fluctuating between parents and children. In developed and wealthy countries, children are already using digital media by the age of five and throughout their pre-teen years predominantly for play and learning, and as teenagers they are almost universally avid social media users (Nansen; Nansen et al.; Swist et al.). Smartphone ownership has increased significantly among young people in Australia, reaching almost 80% in 2015, a proportion nearly identical to the adult population (Australian Communications and Media Authority). In addition, most young people are using multiple devices switching between them according to where, when and with whom they connect (Australian Communications and Media Authority). The locations of internet use have also diversified. While the home remains the most common site, young people make use of mobile devices to access the internet at school, friend’s homes, and via public Wi-Fi hotspots (Australian Communications and Media Authority). As a result, social media access and engagement has become more frequent and personalised and tied to processes of socialisation and well-being (Sorbring; Swist et al.). These developments have been rapid, introducing asymmetry into the parent-child mentoring dynamic along with family tensions about rules, norms and behaviours of media use. Negotiating an appropriate balance between emerging autonomy and parental oversight has always featured as a primary parenting challenge and social media seem to have introduced a new dimension in this context. A 2016 Pew report on parents, teens, and digital monitoring reveals that social media use has become central to the establishment of family rules and disciplinary practices, with over two thirds of parents reporting the use of “digital grounding” as punishment (Pew). As well as restricting social media use, the majority of parents report limiting the amount of time and times of day their children can be online. Interestingly, while parents engage in a variety of hands-on approaches to monitoring and regulating children’s social media use, they are less likely to use monitoring software, blocking/filtering online content, tracking locations and the like (Pew). These findings suggest that parents may lack confidence in technology-based restrictions or prefer pro-active, family based approaches involving discussion about appropriate social media use. This presents an opportunity to explore how social media produces new forms of parent-child relationships that might be best understood through the lens of cooperative models of mentorship. Digital Parenting: Technological and Pedagogical Interventions Parents along with educators and policy makers are looking for technological solutions to the knowledge gap, whether perceived or real, associated with concerns regarding young people’s social media use. Likewise, technology and social media companies are rushing to develop and sell advice, safety filters and resources of all kinds to meet such parental needs (Clark; McCosker). This relatively under-researched field requires further exploration and dissociation from the discourse of risk and fear (Livingstone). Furthermore, in order to develop opportunities modelled on concepts of cooperative mentoring, such programs and interventions need to move away from hierarchical assumptions about the nature of expertise within family contexts. As Collin and Swist point out, online campaigns aimed at addressing young people and children’s safety and wellbeing “are often still designed by adult ‘experts’” (Collin and Swist). A cooperative mentoring approach within family contexts would align with recent use of co-design or participatory design within social and health research and policy (Collin and Swist). In order to think through the potential of cooperative mentorship approaches in relation to social media use within the family, we examine some of the digital resources available to parents.Prominent US cyber safety and digital citizenship program Cyberwise is a commercial website founded by Diana Graber and Cynthia Lieberman, with connections to Verizon Wireless, Google and iKeepSafe among many other partnerships. In addition to learning resources around topics like “Being a Responsible Citizen of the Digital World”, Cyberwise offers online and face to face workshops on “cyber civics” in California, emphasising critical thinking, ethical discussion and decision making about digital media issues. The organisation aims to educate and support parents and teachers in their endeavor to guide young people in civil and safe social media use. CyberWise’s slogan “No grown up left behind!”, and its program of support and education is underpinned by and maintains the notion of adults as lacking expertise and lagging behind young people in digital literacy and social media skills. In the process, it introduces an additional level of expertise in the cyber safety expert and software-based interventions. Through a number of software partners, CyberWise provides a suite of tools that offer parents some control in preventing cyberbullying and establishing norms for cyber safety. For example, Frienedy is a dedicated social media platform that fosters a more private mode of networking for closed groups of mutually known people. It enables users to control completely what they share and with whom they share it. The tool does not introduce any explicit parental monitoring mechanisms, but seeks to impose an exclusive online environment divested of broader social influences and risks – an environment in which parents can “introduce kids to social media on their terms when they are ready”. Although Frienedy does not explicitly present itself as a monitoring tool, it does perpetuate hierarchical forms of mentorship and control for parents. On the other hand, PocketGuardian is a parental monitoring service for tracking children’s social media use, with an explicit emphasis on parental control: “Parents receive notification when cyberbullying or sexting is detected, plus resources to start a conversation with their child without intruding child’s privacy” (the software notifies parents when it detects an issue but without disclosing the content). The tool promotes its ability to step in on behalf of parents, removing “the task of manually inspecting your child's device and accounts”. The software claims that it analyses the content rather than merely catching “keywords” in its detection algorithms. Obviously, tools such as PocketGuardian reflect a hierarchical mentorship model (and recognise the expertise asymmetry) by imposing technological controls. The software, in a way, fosters a fear of expertise deficiency, while enabling technological controls to reassert the parent-child hierarchy. A different approach is exemplified by the Australian based Young and Well Cooperative Research Centre, a “living lab” experiment – this is an overt attempt to reverse deliberate asymmetry. This pedagogical intervention, initially taking the form of an research project, involved four young people designing and delivering a three-hour workshop on social networking and cyber safety for adult participants (Third et al.). The central aim was to disrupt the traditional way adults and young people relate to each other in relation to social media and technology use and attempted to support learning by reversing traditional roles of adult teacher and young student. In this way ‘a non-hierarchical space of intergenerational learning’ was created (Third et al.). The result was to create a setting where intergenerational conversation helped to demystify social media and technology, generate familiarity with sites, improve adult’s understanding of when they should assist young people, and deliver agency and self-efficacy for the young people involved (7-8). In this way, young people’s expertise was acknowledged as a reflection of a cooperative or asymmetrical mentoring relationship in which adult’s guidance and support could also play a part. These lessons have been applied and developed further through a participatory design approach to producing apps and tools such as Appreciate-a-mate (Collin and Swist). In that project “the inclusion of young people’s contexts became a way of activating and sustaining attachments in regard to the campaign’s future use”(313).In stark contrast to the CyberWise tools, the cooperative mentoring (or participatory design) approach, exemplified in this second example, has multiple positive outcomes: first it demystifies social media use and increases understanding of the role it plays in young people’s (and adults’) lives. Second, it increases adults’ familiarity and comfort in navigating their children’s social media use. Finally, for the young people involved, it supports a sense of achievement and acknowledges their expertise and agency. To build sustainability into these processes, we would argue that it is important to look at the family context and cooperative mentorship as an additional point of intervention. Understood in this sense, cooperative and asymmetrical mentoring between a parent and child echoes an authoritative parenting style which is proven to have the best outcome for children (Baumrind), but in a way that accommodates young people’s technology expertise.Both programs analysed target adults (parents) as less skilful than young people (their children) in relation to social media use. However, while first case study, the technology based interventions endorses hierarchical model, the Living Lab example (a pedagogical intervention) attempts to create an environment without hierarchical obstacles to learning and knowledge exchange. Although the parent-child relationship is indubitably characterised by the hierarchy to some extent, it also assumes continuous negotiation and role fluctuation. A continuous process, negotiation intensifies as children age and transition to more independent media use. In the current digital environment, this negotiation is often facilitated (or even led) by social media platforms as additional agents in the process. Unarguably, digital parenting might implicate both technological and pedagogical interventions; however, there should be a dialogue between the two. Without presumed expertise roles, non-hierarchical, cooperative environment for negotiating social media use can be developed. Cooperative mentorship, as a concept, offers an opportunity to connect research and practice through participatory design and it deserves further consideration.ConclusionsPrevailing approaches to cyber safety education tend to focus on risk management and in doing so, they maintain hierarchical forms of parental control. Adhering to such methods fails to acknowledge young people’s expertise and further deepens generational misunderstanding over social media use. Rather than insisting on hierarchical and traditional roles, there is a need to recognise and leverage asymmetrical expertise within the family in regards to social media.Cooperative and asymmetrical mentorship happens naturally in the family and can be facilitated by and through social media. The inverted hierarchy of expertise we have described here puts both parents and children, in a position of constant negotiation over social media use. This negotiation is complex, relational, unpredictable, open toward emergent possibilities and often intensive. Unquestionably, it is clear that social media provides opportunities for negotiation over, and inversion of, traditional family roles. Whether this inversion of expertise is real or only perceived, however, deserves further investigation. This article formulates some of the conceptual groundwork for an empirical study of family dynamics in relation to social media use and rulemaking. The study aims to continue to probe the positive potential of cooperative and asymmetrical mentorship and participatory design concepts and practices. The idea of cooperative mentorship does not necessarily provide a universal solution to how families negotiate social media use, but it does provide a new lens through which this dynamic can be observed. Clearly family dynamics, and the parent-child relationship, in particular, can play a vital part in supporting effective digital citizenship and wellbeing processes. Learning about this spontaneous and natural process of family negotiations might equip us with tools to inform policy and practices that can help parents and children to collaboratively create ‘a networked world in which they all want to live’ (boyd). ReferencesAmbrosetti, Angelina, and John Dekkers. "The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships." 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Livingstone, Sonia. "More Online Risks for Parents to Worry About, Says New Safer Internet Day Research." Parenting for a Digital Future 2016.McCosker, Anthony. "Managing Digital Citizenship: Cyber Safety as Three Layers of Contro." Negotiating Digital Citizenship: Control, Contest and Culture. Eds. A. McCosker, S. Vivienne, and A. Johns. London: Rowman & Littlefield, forthcoming 2016. Nansen, Bjorn. "Accidental, Assisted, Automated: An Emerging Repertoire of Infant Mobile Media Techniques." M/C Journal 18.5 (2015). Nansen, Bjorn, et al. "Children and Digital Wellbeing in Australia: Online Regulation, Conduct and Competence." Journal of Children and Media 6.2 (2012): 237-54. Pew, Research Center. Parents, Teens and Digital Monitoring: Pew Research Center, 2016. Prensky, Marc. "Digital Natives, Digital Immigrants Part 1." On the Horizon 9.5 (2001): 1-6. Rainie, Harrison, and Barry Wellman. Networked: The New Social Operating System. Cambridge, Mass.: Cambridge, Mass.: MIT Press, 2012. 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Introduction There are increasing levels of concern around the health of citizens within Western neo-liberal democracies like Britain, the USA, and Australia. These governmental concerns are made manifest by discursive mechanisms that seek to both survey and regulate the lifestyles, eating habits and exercise regimes of citizens. Such governmental imperatives have historically targeted schools with school food ranking high in the priorities of public health policy, particularly in regards to the fears around childhood obesity and related health problems (Gard and Wright, Rich, Vander Schee and Gard). However, more recently such concerns have spilled into the wider public arena in Australia where fears of an “obesity epidemic”, the revision of the “food pyramid” and recent calls that make it mandatory for fast food companies to display calorie/kilojoule content on menu boards illustrate the increasing levels to which governments seek to intervene regarding the health of citizens. Not only does the attempt to produce a healthy citizen take place within policy imperatives but also within popular culture. Here, we see healthy eating and diet shows becoming international brands. For example The Biggest Loser, where obese contestants embark on a televised diet and exercise regime, competing to lose the most weight in the shortest time, and also Jamie Oliver’s attempt to change the eating habits of the British has crossed the Atlantic to the USA. There is a sense of urgency embedded in many such discursive practices and an implication that, as a society, we need a “lifestyle change” to make us healthier. Reflecting this urgency is an increase in cookbooks that not only provide recipe ideas but also seek to intervene into our day-to-day conduct. The content of such books moves beyond ways of putting a meal together and into the territory of self-surveillance and regulation. In this way, then, cookbooks can be read as pedagogical. This particular brand of pedagogy, moreover, feeds into wider socio-political discourses around the governance of the self within our late modern context. This chapter will argue that many contemporary cookbooks attempt to enact governmental imperatives around health and nutrition and that, by doing this, they become pedagogical devices that translate governmental devices into the homes of their readers. By using a post-Foucauldian analytical framework, we will illustrate the ways in which Jane Kennedy’s cookbook, Fabulous Food, Minus the Boombah mobilises discourses of health, gender, risk, and food in a rich (but 99 per cent fat free) mix. Analytical Framework This paper draws upon Foucauldian governmentality studies and the ways in which discursive practices are enacted in order to position and offer an analysis of cookbooks as pedagogical devices that translate the work of government into readers’ homes. Foucault defined government as “the conduct of conduct” arguing that government relates to the “way in which the conduct of individuals or groups might be directed: the government of children, of souls, of communities, of families, of the sick […] to govern in this sense, is to structure the possible field of action” (220–1). Foucault argued that attempts to shape conduct occur within socio-historical moments and contexts (Gordon) and they are, therefore, subject to change. Within this article, we seek to understand the ways in which governmental imperatives around food and lifestyle are taken up by cookbook authors and the implications of this in terms of public pedagogies within our late-modern context. Public health is located within a myriad of governmental sites that attempt to regulate people’s lives. In deciphering how government sites operate as mechanisms of regulation in modern times, Miller and Rose suggest that we require: An investigation not merely of grand political schemata, or economic ambitions, or even of general slogans such as ‘state control’, nationalization, the free market, and the like, but of apparently humble and mundane mechanisms which appear to make it possible to govern […] the list is heterogeneous and is, in principle unlimited (32). Such investigations can be grouped under the umbrella of “governmentality studies”. To grasp “governmentality” is complex and requires an analytics that can span history, and reach across macro and micro contours to trace various linkages and connections forged between governmental rationalities, techniques and practices (Leahy, Assembling). For the purposes of this paper we will be offering an analytic of the humble cookbook and its potential role in the governance of the self, a technique vital to contemporary neo-liberal modes of governance. Neo-liberalism produces particular versions of health, citizenship, and individualism. Within neo-liberal governmental assemblages, public health policy operates as a key site for enacting what Miller and Rose label “government at a distance” (32) by working to facilitate the shifting of responsibility for the health of citizens from the State to the individual. The individual, however, does not instinctively know how to incorporate governmental hopes for a healthy lifestyle into their lives—it is here that the cookbook, as pedagogical device, is vital because it translates macro governmental hopes to the micro level, that is, into the kitchens of citizens. Both risk and expertise also work alongside neo-liberalism in the assemblage to render the problems of government both thinkable and calculable, and in turn, practical. We will see in the next section how Jane Kennedy, the author of Fabulous Food, Minus the Boombah deploys both popular notions of risk alongside her own experience and expertise (her lifelong “battle” with weight) in order to fold the (female) reader in to Kennedy’s particular approach to healthy eating. Pedagogy could be described as part of the “doing” of education, the means through which ideas are transmitted through and between learners and teachers. Like contemporary neo-liberal government, contemporary pedagogies can be understood as assemblages; that is, they are made up of competing, intersecting, contradictory and multiple elements. Pedagogy is a technical device through which these elements are translated and transmitted to its audience, be that school pupils, students, adult learners or citizens. Elizabeth Ellsworth argues that pedagogy is a “social relationship [that] is very close in. It gets right in there in your brain, your body, your heart, your sense of self, of the world, of others, and of possibilities and impossibilities in all those realms” (6). In other words, effective pedagogical devices are necessary contact points between ideas and the self; they inform relationships between the macro and the micro, thus shaping both the individual and the collective. The remainder of this paper will demonstrate how Fabulous Food, Minus the Boombah deploys popular discursive trends regarding food, health, gender, and citizenship as pedagogic tools that aim to cultivate a healthier subject. Food That Makes Your Arse Huge? “Boombah: (adj). Word to describe food that makes your arse huge” (Kennedy 5). Lifestyle, diet, and health books can be seen to have saturated the market over recent years in an almost epidemic-like way. This phenomenon both mirrors and informs governmental imperatives around the health and lifestyle of citizens. A recent visit to our local bookshop revealed that there appears to be a polarisation of texts relating to food, health, and wellbeing. Books that explicitly relate to health and health issues can be found in one section, and cookbooks in another. However, there are an increasing number of texts that blend the two genres and offer diet, health, and lifestyle tips along with recipe ideas and cooking techniques. Within this blend there is also variation; there are texts that offer a scientific exposition of food, nutrition, and diet, such as Ricotti and Connelly’s The Healthy Family Cookbook, a text which offers a twelve-chapter overview of current theories and practices around health and nutrition before offering recipe ideas designed to help the reader achieve and maintain a “healthy weight” (page). In addition there are also texts that fold particular approaches to weight-loss, such as Jenny Craig or The Biggest Loser, together with cooking. The input of celebrity chef Jamie Oliver to the mix has been well documented (see Pike; Leahy, Disgusting; Rawlins; Zimmet and James) and the influence of Oliver’s approachable style of writing can be found within many contemporary cookbooks, including Fabulous Food, Minus the Boombah, a text within which Jane Kennedy blends together cooking, health, and lifestyle into a paste that is bound together with a Bridget Jones-style confessional commentary on her own, personal struggles with weight and dieting. For example: “I love food. Always have. Unfortunately I love it about one kilo per month more than I should. Perhaps I should put it another way: the food I love seems to have more calories than I need over a month and a year and a lifetime … it adds up! Yep, I get FAT” (xi). This style can be read as a way of “getting right in” (Ellsworth 6), to enfold the reader into Kennedy’s world. It also may provide readers, particularly, as we will discus below, middle-class Anglo-Australian females, with a sense of solidarity in a struggle against weight gain. Kennedy often deploys the spectre of designer jeans that no longer fit as a way to further entice the reader to embrace the healthy eating regime promoted by the book. Kennedy draws upon notions of horror and disgust at the fat body (her own but, implicitly, also the readers). Horror and disgust are potent pedagogical devices that are often put to work in educational and health promotion settings in an attempt to lure people and their bodies into action (Leahy, Disgusting; Lupton). In many ways Kennedy’s cookbook can be read as public pedagogy—its aim is to teach the reader how to cook food that is “packed full of flavour but minus the boombah” (xxvii), or minus that which causes bodily harm and/or disgusting transformation. In order to achieve this, Kennedy deploys “expert knowledge” as she takes the reader on a journey through her own struggles with weight, fad diets and failure to epiphany—which for Kennedy was a personal trainer and a new approach to cooking, eating and lifestyle and her book is peppered with self help-style narrative devices, for example: The key to successful weight loss with this style of eating is to be organised. Disorganisation is the open door though which every second excuse (and French fry) slips. “Oh no, the stores are closed. Oh well, better order takeaway”. Don’t do it. There. Is. No. Good. Takeaway. Food. (Kennedy xxii, emphasis original). Several mechanisms are being deployed here. Firstly, she is inadvertently constructing the perfect western neo-liberal subject: organised, self-contained, disciplined, and able to make informed rational decisions around food type and purchase. Secondly, by predicting and addressing the reader’s perceived resistance, Kennedy reveals her moralistic overtones. We see the judgment of a rational, ordered subject versus a messy, disorganised, immoral (and fat) subject in a piling up of connotations that lead to the same conclusion: this healthy way is the best healthy way. Kennedy’s personal narrative within the text follows a trajectory of “awareness, struggle and epiphany” (Plummer 131) that often characterise the confessional stories that we tell about ourselves: “I ended up […] back at square one: overweight, staring down a year of chicken consommé dinners […] I finally grew a brain and motivated myself to see a personal trainer” (Kennedy xiv). Kennedy’s narrative is a familiar one and a Foucauldian reading of confession enables us to take the position that confession is imperative to the contemporary construction of self. Modes of confession have become increasingly diverse and reified through the era of reality TV, social networking and the “personal trauma” sub-genre of autobiographical memoir (Brien). Kennedy’s book deploys confession as a narrative device that, like her moralising about the dangers of take away food, attempts to fold the reader into her world and, as a result, reifies her approach to healthy eating and lifestyle. We can do it because she has done it. Through the confessional she is not only able to tell of her love of food but also of her understanding of it as risky. This can be outlined by drawing upon an extract we looked at earlier: “the food I love seems to have more calories than I need and over a month and a year and lifetime it adds up! Yep, I get FAT” (xi). Risk and expertise work alongside neo-liberal individualism in the governmental assemblage to render the problems of government both thinkable and calculable, and in turn, practical. Kennedy deploys both risk and expert knowledge in order to successfully demonstrate her understanding of healthy eating as a battleground that see her appetite and tastes at war with her waistline. She guides us through the various fad diets she has tried, through gaining weight while being pregnant, and the anguish of seeing her image reflected back at her through her career in television, until her epiphany: the realisation that in order to achieve and maintain a healthy weight a balance of healthy eating and exercise is required. These are convincing pedagogical strategies that encourage the reader to apply modes of self-governance that reflect wider, macro hopes for the healthy neo-liberal citizen and Kennedy’s status as TV celebrity within Australia. Her use of the colloquial term “boombah” makes hers a uniquely Australian endeavour. It is worth noting here that Kennedy’s brand of Australian humour and use of colloquialism is deeply entrenched with raced and classed assumptions about desirable body size and the economic and cultural capital of its readers. It is middle class white Anglo-Australian women who are being targeted by this book and, arguably, by this brand of public pedagogy. As with many contemporary cultural texts about cooking, Kennedy’s book promotes an: “upper-middle-class lifestyle enhanced by the appropriation of goods and commodities. All the while, real issues surrounding the life-sustaining reality of food are ignored” (Wright and Sandlin 406). The lifestyle promoted by Kennedy is classed in this way. She writes of Bettina Liano jeans, of working on the popular Australian television show A Current Affair, of drinking wine, and using goats cheese and kaffir lime leaves in her cooking. Her levels of economic and cultural capital are obvious, and this sets the scene well for the type of reader she is attempting to educate. Although she does not explicitly mention gender, her “Bridget Jones”-style confessions of dietary failure (though Kennedy succeeds where Bridget would inevitably continue to fail), the mention of cooking both children’s and adult’s dinners, and the illustrations throughout the book that feature children’s toys implicitly position her as a “typical modern woman” with a career and a family to boot. In terms of pedagogy, Kennedy’s book reflects contemporary governmental discourse around health, food and wellbeing. It is designed “to shape with some degree of deliberation aspects of our behaviour according to particular sets of norms and for a variety of ends” (Dean 18). It reflects government fears around obesity, portion size, calorific content, and body shape. Pike and Leahy argue that food pedagogies provide government, and in this case the individual, with opportunities to shape, sculpt, mobilise, and work through the food choices, desires and aspirations, needs, wants, and lifestyles of parents, families, and children. The explicit intention of food pedagogies is to enlist the public into a process of “governmental self formation”: that is, “the ways in which various authorities and agencies seek to shape the conduct, aspirations, needs, desires and capacities of specified political and social categories, to enlist them in particular strategies and to seek definite goals” (Dean 563). Fabulous Food, Minus the Boombah then uses confession as a springboard to enlisting its readers into a healthier lifestyle and, more importantly, a healthier, risk aversive relationship with food. It individualises this struggle, and, like all good neo-liberal subjects, presents a healthy diet as an individual struggle: This way of cooking and eating works for me […] I feel much healthier and happier and I’ve got a lot more energy […] These recipes have to be better for you than chowing down a creepy bowl of 2 minute noodles and an entire pack of Tim Tams (yes, it’s time to let go). Be disciplined, even if you’ve struggled before. And if you really can’t live without your nightly routine of creamy pasta […] then bung this book back on the shelf. But stop whingeing about your huge arse (xix). This passage illustrates Kennedy’s pedagogy well, particularly the way in which her pedagogy is infused with neo-liberal discursive techniques. She positions herself as expert by stating that her way of cooking “works for me” as well as by deploying phrases like “I feel” and “I’ve got”. She then expertly shifts the reader’s focus from herself to the governance of the self by stating that it is up to the individual to be self-disciplined. Her pedagogy is littered with risk discourse as she informs us that you can continue to eat as you wish, but that there are consequences (a “huge arse”). This particular brand of risk discourse is gendered, as it is arguably mostly women who worry about the size of this part of their anatomy. One of the greatest contradictions of a neo-liberal approach to governance is that at the same time as promoting individual responsibility, there is also a strong emphasis on the collective. Kennedy reflects this throughout the book, as the above passage suggests. Her introductory section acts as a guide for the reader, who—once enfolded into Kennedy’s approach—she lets make their own way with encouragement. This is manifest in her final statements, “So let’s say goodbye to boombah. Go for it! And enjoy!” (xxvii). As pedagogy, then, Fabulous Food, Minus the Boombah attempts to cultivate and shape the reader’s choices around food by providing a practical means for transforming not only the reader’s food practices but also her image and self-esteem. This is achieved by the author’s supplement of supplying expert information, cooking skills, guidance, and incitement. Let’s Say Goodbye to Boombah? This paper has demonstrated how the contemporary cookbook can be read as pedagogy. In some ways the humble cookbook has always been pedagogical; seeking to teach the reader to make something that they previously did not, presumably, know how to, as well as providing cooking techniques and advice on the most suitable produce to use in particular recipes. However, in the contemporary moment, the cookbook arguably increasingly acts as a translation mechanism for governmental imperatives around food, health, and wellbeing. We have taken one cookbook amongst many as an illustration of our thesis. Jane Kennedy’s Fabulous Food Minus the Boombah is an Australian example of the neo-liberal project that lies at the heart of contemporary modes of governance of the population, but also, and more importantly, governance of the self. At the very heart of neo-liberalism is an imagined subject. That is, neo-liberalism needs and wants citizens to be autonomous, health seeking, enterprising, rational, choice-making individuals. The contemporary cookbook, it has been argued, can assist the individual in the production of a healthier-eating self. However, the more complex and intersecting aspects of selfhood—aspects such as socio-economic status, gender, location and ethnicity—are often absent from the construction of the healthy individual promoted by the contemporary cookbook. Above all, this paper has sought to problematise some of the dominant discourse around food, health, and wellbeing that can be found on the pages of the modern-day cookbook. 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