DIGGER J. JONES by Richard J.

Frankland
INTRODUCTION
Digger J. Jones, by Richard J. Frankland, is a piece of childrens fiction, which explores the atmosphere in the lead up to the 1967 referendum for changes to the Australian constitution which allowed Aboriginal people to be included in the census. The text provides an Aboriginal perspective on citizenship, reconciliation and childhood during the sixties (Learning Place, 2012). With lots of interesting language and humour, Digger was chosen for its potential to engage the students interest and enthusiasm for reading; building confidence and fluency, whilst offering a number of cross curricular opportunities. This assignment will demonstrate how this text could be used to support students critical and deep literacy, through the specific teaching and learning goals of; Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635) Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633) These learning goals form part of the new national curriculum for English, under the literature strand (Australian Curriculum Assessment and Reporting, 2012).

CONTEXT
The text has been selected for a mid-stream, grade nine English class, with students of mixed reading ability, gender and cultural background, but no indigenous students.

The student cohort includes a number of students for whom reading presents a challenge. Digger J. Jones is recommended from grades four to eleven, which means that the majority of students will be able to meet the reading requirements of the text. Lyon (1997) asserts that unless students are able to read at a sufficient pace, the meaning of the words can be lost. As the focus of this activity is on developing students deep and critical literacy, it was important to choose a text for which the students have sufficient reading capability, enabling the children to really understand what they are reading and allowing meaning making to occur. For the students with stronger reading ability, there are opportunities for extension, and the supplementary audio recording will support students with learning needs or English as a second language.

TEACHING PURPOSE
The text will be introduced as an English text to meet literacy, language and literature goals; then linked across the curriculum to encompass History and Mathematics. Supporting students critical literacy involves not only finding meaning within texts but also understanding that texts are biased by the authors purpose and motivation (Department of Education Tasmania, 2009). Students will evaluate the text to determine the point of view being expressed, and to reflect on the strategies and stylistic methods which are used to persuade the reader. The deep literacy goals include showing students how we gain understanding and insight into different cultures through texts and how the texts we read contribute to our understanding of historical and current events. Students will learn how writers can create quality texts without being restricted to Standard Australian English (SAE); understanding that there are many contexts in which other language choices can be equally or more valid (Black, 2010). Page | 2

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Through both the main and supplementary texts, students will reflect on their own beliefs and values on the subject, recognizing their role as global citizens with rights and responsibilities as well as the ability to make a difference.

TEXT SUITABILITY
Description of text (text type)
The text is a childrens narrative in the form of a fictive mock-diary. The mock-diary format enables the author to show us inside the mind, thoughts and feelings of the main character (or protagonist), Digger. The primary format is a series of diary entries, written in chronological order and in the first person by the constructed diarist, Digger J. Jones. In order to authenticate the character of Digger, the book is written in a particular dialect (Indigenous Australian) and a casual register (informal speech) and teachers should be aware that this includes a couple of expletives. Other text types featured in the book include letters, poetry, with quotes from authors Banjo Patterson, Henry Lawson and Kath Walker, and a glossary at the back of the book. These offer opportunities to explore, compare and contrast the features and functions of these different styles of writing. This will enable students to meet the curriculum goal of Understand that authors

innovate with text structures and language for specific purposes and effects
(ACELA1553). For example, looking at why the author chose a diary format, how effective it is as a persuasive technique and what the poetry and other elements add to the text (would the text have the same meaning if these were removed?). Due to the informal style, entries are written like an open conversation between Digger and the diary the silent narratee. These text entries are generally brief, which helps students with shorter attention span and also gives a sense of steady progress compared to a text with long chapters.

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An audio CD can be used in parallel to group reading, allowing readers to hear the text out loud as they read through the passages. Students progress can be monitored using whisper reading strategies to assess comprehension and reading fluency (Haag, 2012).

Text features categorised and explored

Syntactical knowledge being able to use and understand text features - helps students to navigate around a text and improves comprehension (Winch, Johnston, March, Ljungdal & Holiday, 2006). To meet curriculum demands of Understand how punctuation is used along with layout

and font variations in constructing texts for different audiences and purposes (ACELA1556), students will identify and analyse the organizational text features of the
book, for example

There are also a number of text features which are typical of narrative texts; setting, theme, characters and plot. These text features are best explored using a story map which helps students construction and organisation of knowledge supporting meaning making (Winch et. al., 2006). Graphic organizers are particularly effective for improving students reading comprehension and are a highly successful strategy for students with learning disabilities (Institute for the Advancement of Research in Education, 2003). A fantastic interactive Page | 4

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tool for creating story maps is cacoo.com. Students can use this website like a wiki and create a story map as a group project, with the option available for online chat.

Language components articulated and evaluated against student cohort

The students have completed a history unit on key events and ideas in the development

of Australian self-government and democracy, including women's voting rights

(ACDSEH091) which will reinforce some of the key themes in Digger J Jones. The students understand that there have been inequalities in the past and also have learnt about political and democratic practices. While they are familiar with some words relating to the political arena, new vocabulary will include referendum, census, citizen, citizenship, discrimination, government. Many students have limited knowledge of indigenous culture and history. Incorporating indigenous culture and language within the classroom, not only as a subject in its own right, but as an integral part of the academic program, demonstrates the value of indigenous perspectives (Rubie, Townsend, & Moore, 2004, cited in McIntosh et al., 2011). Students will gain understanding of differences between their home culture and Indigenous Australian culture through analysis of the text. For example, why would Darcy call Diggers mother Aunty, when she is clearly not his aunt? What is the role of a magic man (Kadaitchi) in indigenous society, why would he be outside their house?

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As the diary is written through the eyes of an 11 year old boy, the language choices are very different from those used in SAE. Students will analyse the text in terms of curriculum aims, for example -

The impact of the text relies on the reader believing in the character telling the story.

Multiliteracies and multimodal links

The text introduces the students to writing which reflects Aboriginal dialect and supports the goal of building multiliteracy skills meaning making in different cultural, social or

domain-specific contexts (New Learning Online, 2011).

Literacy is not limited to linguistic texts, to incorporate multi modal elements students will understand that but includes interpreting or creating a message from text types such as written or audible music, video, images (including signs, pictures and instructions) or landscapes (Taylor, 2007). To supplement the text, students will be introduced to referendum campaign leaflets, slogans and songs, petitions, photographs from the period and online resources (http://freedomride.net/). Students will make text to text connections which provides further context, supports meaning making and cultural understanding and focuses on the main teaching and learning goals - ACELT1635 and ACELT1633. Page | 6

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These materials can also be used to compare language use and text format and support critical analysis of the opinions and ideas presented in the text.

Engages students of varying interests abilities and backgrounds

Classroom texts must be equally appealing to boys and girls, as there are greater differences amongst girls and amongst boys than there are between boys and girls (Ontario Ministry of Education, 2004). However, there is evidence to suggest that boys have lower aptitude for reading, and that girls generally show significantly higher levels of comprehension than boys, when reading narrative and expository texts (Maloney, 2002 and Smith and Wilhelm, 2002). It is therefore important when choosing a fictional text for a mixed gender class, that it has qualities which make it appealing to boys. According to Moloney (2002) boys enjoy books which reflect their image of themselves, are easy-to-read (builds fluency and completing the task provides satisfaction), contain powerful or positive ideas, are humorous and appeal to their sense of mischief. Digger J. Page | 7

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Jones includes numerous funny incidents, which will appeal to a broad range of children and some entertaining language (e.g. poonching (farting), kissing (fishlicking) and booballas (testicles)). The themes explored within the text include equality, democracy, citizenship, belonging, conflicts, education, death, love and indigenous perspectives. Set in a school environment; there are many aspects of life with which the students will be familiar and able to empathize with. By bringing students awareness to the similarities between themselves and the characters, we can highlight the significant differences between indigenous and non-indigenous experience and perspectives. Students will gain insight into the history of racial inequality and be able to create their own understanding of equality, rights and democracy.

TEXT DEMMANDS
Language and literacy demands of the text are described and categorised
The diary uses a number of cohesive devices, including repetition and synonyms (OReagan, 2002). It has regular headings giving the date of each entry, followed by a subheading summarizing the content of the entry, for example, Saturday 4th February The letter. This gives the reader an indication of what is coming next. Key terms or phrases are often repeated which helps focus ideas and keep the reader on track, for example they can have any law they like, but if people dont support it in their hearts it dont mean nothing is repeated twice in the final pages of the book. This reinforces the key idea that even though the referendum was successful, it is up to the people to actually make the change happen in a tangible way. The language demands will extend students vocabularies and develop their decoding skills and knowledge of grammar. Independent learning can be encouraged by allowing students to use the internet to find meanings for new words, expanding and extending the glossary through an interactive wiki page. This will keep those students who are Page | 8

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stronger readers engaged, whilst allowing differential support to be given to those students still working at lower reading levels. This supports multiliteracy practices as students demonstrate different ways of presenting information. Students may struggle with some references, needing semantic support for meaning making and to strengthen deep literacy. For example, We got in more strife than a crook

on Bellbird (Frankland, 2007, p.90) refers to a soap opera from the 1960s. This n eeds
some explicit analysis as the implication is that the reader will understand that in soap operas actions and re-actions are often larger than life in order to maintain their entertainment value. Students will need further contextual support to understand fully the events which are referenced in the text, such as the Freedom Rides and Vietnam. Students will be able to critically examine the text to see how the author has created an authentic character through language and vocabulary choices and stylistic effects including text structure.

VERSATILITY
This text offers multiple opportunities to integrate curriculum goals as demonstrated throughout the paper. Furthermore, there are strong cross curricular links MATHEMATICS Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227) This text leads into students learning how to estimate populations and why this might be necessary in light of their new knowledge that until 1967 Aboriginals were not included in the census.

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HISTORY

The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples (ACDSEH020) Key events and ideas in the development of Australian self-government and democracy, including women's voting rights (ACDSEH091) Topics covered in the text supplement students knowledge of this period, providing further context and cultural understanding. This text also supports the cross-curricular priority of Aboriginal and Torres Strait Islander histories and cultures. The text lends itself to students creating a variety of texts in response historical diaries, personal journals, poetry and letters including the creation of blogs, vlogs, wikis and other innovative and engaging technology based presentations.

CONCLUSION
This text provides students with opportunities to develop deep and critical literacy skills whilst advancing their understanding of the real world in terms of indigenous perspectives, culture and Australian history. The variety of text types included offer a great degree of flexibility and choice for structuring classroom activities. The topic and themes covered allow students to engage with a range of multimodal texts creating strong text to text connections. The text provides ample scope for exploring a number of curriculum goals and offers many cross-curricular connections. The book is engaging, humorous and interesting to read whilst sufficiently challenging to develop students literacy skills.

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REFERENCES
Australian Curriculum Assessment and Reporting (2012). Year 9. Retrieved March 18, 2012, from http://www.australiancurriculum.edu.au/Year9 Black, P. (2010) ETL112 Knowledge of Language for Teachers: Teachers and Language. Charles Darwin University Department of Education Tasmania (2009). Critical literacy. Retrieved March 21, 2012, from http://www.education.tas.gov.au/curriculum/standards/english/english/teachers/ critlit Frankland, R. (2007). Digger J. Jones. Scholastic Press. Australia Haag, K. (2012). Partner reading. Retrieved March 28, 2012, from http://www.liketoread.com/struct_talk_partner_reading.php Institute for the Advancement of Research in Education (2003) Graphic organizers: A review of scientifically based research. Retrieved March 28, 2012, from http://www.inspiration.com/vlearning/research/index.cfm Page | 11

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Learning Place (2012). RAP Centre. Retrieved March 18, 2012, from http://www.learningplace.com.au/raps/rapcentre.asp?pid=25045 Lyon, G. (1997). How do children learn to read? Retrieved March 19, 2012, from http://www.readingrockets.org/article/356/ Moloney, James. (2002). Ideas for getting boys to read. Retrieved March 19, 2012, from www.home.gil.com.au/~cbcqld/moloney/books7.htm New Learning Online (2011) Expanding the scope of literacy pedagogy. Retrieved March 16, 2012, from http://newlearningonline.com/multiliteracies/ Ontario Ministry of Education (2004). Me read? No way! A practical guide to improving

boys literacy skills Retrieved March 17, 2012, from

http://www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf OReagan, D. (2002). Cohesive devices. Retrieved March 24, 2012, from http://home.ku.edu.tr/~doregan/Writing/Cohesion.html Smith, M. W. and Wilhelm, J. D. (2002) Reading Dont Fix No Chevys: Literacy in the Lives

of Young Men. Portsmouth, NH: Heinemann.

Taylor, J. (2007). Topic 2: Texts. Charles Darwin University

Winch, G., Johnston, R.R., March, P., Ljungdahl, L. & Holliday, M. (2006). Literacy:

Reading,writing, and childrens literature (3rd edn). Melbourne, Vic.: Oxford

University Press.

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