Scan is a leading refereed journal, published monthly between February and November. Scan aims to bring innovative change to the lives and learning of 21st century educators and students. Through Scan, teachers’ practice is informed by critical engagement with peer reviewed research that drives improved school and student outcomes across NSW, Australia and the world. Scan aims to leave teachers inspired, equipped and empowered, and students prepared.
In this issue:
1. Critical thinking and content knowledge: what cognitive load theory gets wrong (Dr Peter Ellerton).
2. SPaRK – 'The Inheritance': considering the affective nature of visual narrative – Stage 5 English (Dr Cathy Sly).
3. Nurturing reader identity in high school (Laura Smith).
