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11.02.2013 Views

history of Tasmania through various letters and postcards. Source 6.43 is an example of the personal adventure-style narrative found throughout this textbook. Source 6.43. Example of personal adventure-style narrative extract from Social studies for Queensland schools grade 4 (Department of Education, 1954/1963/1966, pp. 71-72). 284

Unchanged from previous eras, the Queensland School Readers explicitly affirm that the intent of their use in Queensland classrooms is to instill in students a lifelong enjoyment of reading, with a sample preface stating: A child who has gained the habit of reading for the sake of the pleasure and the profit that it brings will continue his self-education after he has left school. … To instil into the minds of pupils such a love of literature as will last beyond schooldays and be an unfailing source of profit and delight. (Department of Public Instruction, 1954/1960, pp. iii) Moving from the narrative style of curriculum, this era is also characterised by an increase in visual images to accompany text, and is evident at a larger degree than earlier eras, such as those from the WWI era analysed in the previous chapter. This can be most likely attributed to lowered cost of producing images in textbooks (due to their mass production) and photographs being more cost-effective than they may have previously been. Although images do not play a central role as learning experiences for students in the Social Studies and History textbooks analysed for this era, their use and application has increased and they are often used as page fillers rather than for students to engage with as an explicit pedagogical device. 6.11.4 Critical Use of Sources. During this era, students are increasingly seen as active in the learning process. This is especially evidenced through high school textbooks, including those written by H.R. Cowie (see, for example, Frankfurt to Fra Mauro, 1975; and Challenge and response: A history of the modern world volume 2, 1976); Landmarks (Blackmore et al., 1969); and Foundations (Hendy et al., 1976), where the Introduction, in part, reads: ...we seek to lead students to the skills of forming opinions from simple basic narrative and interesting stimuli, both written and pictorial. ... Students who have merely ‘received’ facts may possess some temporarily stored information, but if they have not been actively involved with the facts, and have no reached some conclusions for themselves, it is questionable whether they have expanded their knowledge (Hendy et al., 1976, p. 7). 285

history <strong>of</strong> Tasmania through various letters and postcards. Source 6.43 is an example <strong>of</strong> the<br />

personal adventure-style narrative found throughout this textbook.<br />

Source 6.43. Example <strong>of</strong> personal adventure-style narrative extract from Social<br />

studies for Queensland schools grade 4 (Department <strong>of</strong> Education, 1954/1963/1966,<br />

pp. 71-72).<br />

284

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