• A Charles Sturt University academic has been awarded the prestigious Australian Literacy Educators’ Association (ALEA) Doctoral Thesis Award
• The award recognises outstanding doctoral dissertations that contribute to the fields of English curriculum, literacy teaching and teacher professional learning from birth to Year 12
• Lecturer in Education Dr Natalie Thompson’s thesis was recognised for its potential to influence how literacy education evolves in response to the changing needs of children’s in and out of school settings

A Charles Sturt University academic has been honoured with the best thesis award at a recent national conference in Adelaide.

Lecturer in Education Dr Natalie Thompson (pictured above, inset) in the Charles Sturt School of Education in the Faculty of Arts and Education received the prestigious ALEA Doctoral Thesis Award at the 2024 Australian Literacy Educators’ Association (ALEA) and Australian Association for the Teaching of English (AATEA).

Her award-winning thesis, Talking to children about literacies in and out of school in the 21st century, provides significant new insights into how children experience literacy both in and out-of-school contexts, with a focus on the growing disconnect some children experience between these contexts.

Dr Thompson’s research explored the literacy practices of 14 children, aged eight to nine in Years 3 and 4, from two regional schools in Australia.

Using a range of participatory methods, including focus groups, individual interviews, drawing and photography, the study captured the children’s lived experiences of becoming literate.

The findings reveal that while traditional school literacies often rely on pen-and-paper tasks and follow teacher-led instruction, out-of-school literacies are much more diverse, embracing digital technologies, multimedia, creativity and independent exploration.

“I am deeply honoured to receive this award and grateful for the opportunity to explore children's literacy experiences in ways that challenge traditional school-based views of learning,” Dr Thompson said.

“My hope is that this research will encourage educators to adopt broader, more flexible approaches to literacy education that reflect the realities of children’s lives beyond the classroom.”

Colleagues at Charles Sturt University congratulated Dr Thompson on this achievement and look forward to the continued impact of her research in the field of education.

Children in the study demonstrated advanced skills in using digital technologies, such as mobile phones and internet-connected devices, for literacy activities like speech-to-text, text-to-speech, and engaging with images and videos—skills that they learned outside the school context.

However, the research also highlighted critical gaps in their ability to navigate algorithms, marketing influences and effective search techniques.

Dr Thompson’s work underscores the need for schools to broaden their approach to literacy teaching and assessment to better reflect the multifaceted ways children engage with literacy in their daily lives.

Beyond its immediate findings, Dr Thompson’s thesis represents a critical departure from traditional research methodologies.

Her use of qualitative research methods, influenced by post-qualitative thought, offers a compelling alternative to dominant approaches that often limit how literacy teaching and learning are conceptualised.

By adopting this innovative framework, her research challenges conventional notions of literacy education, particularly for children who may already be at risk of being labelled as disengaged.

This research does more than describe the current state of literacy education; it opens new possibilities for more equitable and inclusive approaches.

Dr Thompson’s work demonstrates how literacy research can actively shape new directions for teaching, offering pathways toward more meaningful engagement for all learners, especially those at risk of being marginalised within traditional educational settings.

Her findings have the potential to significantly impact literacy teaching and learning in Australian schools.

The research argues for a more inclusive understanding of literacy that goes beyond traditional methods, urging educators to embrace the rich and evolving compositional features of modern technologies that children encounter.

The study’s outcomes call for a shift in how literacy is assessed and taught, highlighting the importance of preparing students for the complex digital literacies of the 21st century.

In addition to her role as a lecturer at Charles Sturt University, Dr Thompson serves as co-editor of Practical Literacy: the Early and Primary Years, where she continues to contribute to the advancement of literacy education practices across Australia.

Charles Sturt offers a range of undergraduate and postgraduate education courses, career pathways, scholarships and research opportunities at its campuses and online.