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Talk, Text and Technology is an ethnographic exploration of language, learning and literacy in remote Indigenous Australia. This unique work traces the historical transformation of one Indigenous group across four generations. The manner in which each generation adopts, adapts and incorporates new innovations and technologies into social practice and cultural processes is illuminated - from first mission contact and the introduction of literacy in the 1930s to youth media practices today. This book examines social, cultural and linguistic practices and addresses the implications for language a

"This work offers us the rare opportunity to step inside innovative uses of technologies, mergers of global technologies into local knowledge, and community advocacy of local history and ideology…The young people who move through these pages are motivated and proud of having had the opportunities that make possible their linking together of historical knowledge and contemporary means of communication and performance. The means illustrated here have enabled them to develop skills that will help them move into the future as adults engaged with the health and life of their own communities, connected to their language and culture as their way of being in the world of the local so as to know the world of the global." Professor Shirley Brice Heath
Stanford University, USA

Preliminary pages -- 1. INTRODUCTION -- 2. THE LEARNING SPACES -- 3. LEARNING SPACES FROM THE LOCAL TO THE GLOBAL -- 4. DESIGN PRINCIPLES FOR INDIGENOUS LEARNING SPACES -- 5. YOUTH LITERACY AND LEARNING SPACES -- APPENDIX 1. Relevant weblinks -- APPENDIX 2. Language and literacy strategies to support ICT and digital media activities -- Suggestions for further reading -- References -- Index.

In the Ngaanyatjarra Lands in remote Western Australia children play a guessing game called mama mama ngunytju ngunytju 'father father mother mother'. It is mainly girls who play the game, along with other members of their social network, including age-mates, older kin and adults. They offer clues about target referents and establish mutual understandings through multimodal forms of representation that include semi-conventionalized drawings on the sand. In this paper we show how speech, gesture, and graphic schemata are negotiated and identify several recurrent themes, particularly focusing on the domains of kinship and spatial awareness. We discuss the implications this case study has for understanding the changing nature of language socialization in remote Indigenous Australia. Multimodal analyses of games and other indirect teaching routines deepen our understandings of the acquisition of cultural knowledge and the development of communicative competence in this context.