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ICE (Information and Cultural Exchange) has announced a new project for young people in Western Sydney from a refugee background. The project—Create Media!—aims to train and mentor the young participants in developing their creative new media ideas and turning them into business ventures. It’s for young people from a refugee background aged 16-30 years, who have lived in Australia for less than 10 years, who currently reside or study in Western Sydney and have a demonstrated interest in digital media.

The official press release follows:

Well, I missed it—no suprises there, maths being my least favourite subject, but the reoudtable Trevor Cairney, literacy expert, did not. He has a great blog post up at his “Literacy, Families and Learning” blog (which if you’re not subscribed to, you should be) linking great children’s books to World Mathematics Day. Read it here, and if you have any favourite maths-related children’s books, for any age, please send a comment with the details.

Me, I loved Jenny Pausacker’s YA novel Getting Somewhere*, which features a female teenage protagonist who is a maths maven: not something we see a lot of in YA books. Maybe because like me, most writers weren’t so strong in the maths department (I understand Jenny enlisted the help of a maths whizz friend for the relevant passages in the book).

* Shortlisted in the 1996 CBCA Awards.

Like everyone, I’ve been equally transfixed and distressed by the news from Victoria. Today’s Sydney Morning Herald front page story about the teachers who lost students in the fires had me weeping before breakfast. I imagine there has been lots of discussions in classrooms and families across the country about what happened and what we can do to help.

It was actually a colleague in the United States who alerted me, via the child_lit listserve, about this page on the Victorian School Library Association’s blog, about how schools can help contribute to the bushfire appeal. There are links to the major fundraising sites, plus a number of posts in the comments section about the creative things schools around the country are doing to raise funds.

I think it’s really important that young people feel as if they can do something concrete to help, and these ideas for mufti days and so on are a great idea. If your school or library or community is doing something like this, do leave a comment and share your ideas.

Similarly, I guess people might be looking for resources to help young people understand what’s happened. I’m not a great fan of bibliotherapy—I suspect the last thing a kid suffering a trauma wants to do is read a book about a kid suffering a trauma—but I was interested to note the children’s book editors from Allen and Unwin blog about a book that helped one of them as a child when she had experienced the Ash Wednesday fires. So if you have found any books that you’ve used successfully to help young people explore the emotions that this week’s events have brought up, please use the comment section to tell us about it and how and why it worked.

Children’s/YA writer Penni Russon lives in one of the fire affected towns. She and her young family weren’t at home when the fires hit, and fortunately their home was not lost. Penni has been writing about the aftermath of the fires on her Eglantine’s Cake blog. Today’s post about her young daughter’s questions is very moving indeed. I recommend Penni’s blog to you in any case, but especially at this time.

Another wonderful blog post about the fires I came across is this one at the Barista blog. The author of this blog is a scriptwriter who worked on a documentary project about the 1939 Victorian bushfires. His post “We lived again but life was different” is not only a fantastic piece of writing, it’s a wonderful resource for older students. Highly recommended.

If you’ve come across any excellent writing about the fires or other useful resources, please share them here.

Updated to include: Perry Middlemiss at the wonderful Australian Literature blog Matilda posts an extract from Charles Darwin’s The Voyage of the Beagle. It’s a description of the Australian countryside and you won’t want to miss it. It’s so timely, because of the fires, as we all think about our landscape, but also because it’s Darwin’s 200th birthday.

I came across a couple of articles that are lovely tributes to the experience and value of childhood reading.

This one is by the US children’s author Mitali Perkins. Mitali contends that Stories are powerful allies as we seek to raise a generation of compassionate children. I’d agree with that—although thankfully, compassion isn’t in short supply in Australia in this most dreadful and challenging of times. (I’ll be adding a post about the fires in Victoria in a moment.)

The second article is titled When books could change your life: Why what we soak up at 12 may be the most important reading we ever do.*  Here’s a quote I like:

Let me put it another way: When was the last time a book changed your life? I don’t mean offered you new insights or ideas or moved you — I mean profoundly changed the way you see the world or shaped the kind of person you are?

It’s really important that we, as the adults who have the power of bringing books into the lives of kids (or keep them out), remember the sheer joy of losing yourself in a book, and more than that, the incredibly powerful things we learnt about the world and about ourselves and others like us and not like us through books. I don’t mean by that I think that books for children are primarily for teaching moral lessons—just that the really good ones pass on those qualities we value, and, as the author of this piece puts it, “ideas that are still bigger than our heads“.

Does your school encourage reading for pleasure? Are the old days of DEAR (Drop Everything and Read) dead and gone? Maybe you’ve found a better way of incorporating reading—just reading, not testing or preparing for tests—into your school community. Love to hear about it—share your successes in the comments section!

PS

* Must be something in the air lately about returning to the pleasures of reading like a kid: this article was in the Fashion & Style section, of all things, of the New York Times a few weeks ago.

Gosh, I hope people added an RSS feed for westword, becuase I have been shockingly neglectful in keeping this blog up, and imagine you’ve all given up checking it!

Still, please do hang around because I’ve got some updating to do, beginning with notification of a fun school holiday event at Max Webber Library in Blacktown. It’s called Lunch in the Library and will feature two writers, Claire Craig (Harriet Bright in as Pickle) and Joss Hedley (The Wish Kin). The event is free, but the library needs to take bookings for catering purposes, so give them a call on 9838 6613. Suitable for all ages: the littlies(seven and up) will love Harriet Bright, while kids in upper primary will be thrilled by The Wish Kin.

Date & Time: Thursday 9 October @ 1pm

And here’s a poster you can download: 2authorevent

OK, I’ll be back shortly with an update of what I’ve been up to. It’s been a busy few months–some frustrations, some projects I haven’t been able to follow up on as I’d have liked, but some other fantastic things are in the works. Plus I have just today completed my Australia Council grant application for four exciting projects for next year–and it’s a week early! Yeeha! Fingers crossed they support the projects.

I am busy at the moment putting together some programs that I want to pilot in the second half of this year—which, of course, is already upon us! How did that happen?

There is, I was pleased to discover, a decent amount of money in my program budget, which will allow me to run some substantial pilots at no cost to the sorganisations who may be involved. I have a few program ideas I am working on, involving writers and illustrators of books for young people—graphic novels and “make a book” programs are two potential programs—and designed to run one day/session per week over a number of weeks, rather than a one-off workshop. It’s engagement over time we’re aiming for with the Western Sydney Young People’s Literature Program, for what the good folk at The Song Room call sustained outcomes.

Next step—well, one step of many to come—is to identify the schools, libraries, community groups, perhaps even TAFE courses (for a skills development component where relevant) to work with on these pilot projects. I have a few ideas about how to go about this: working with education department consultants, putting out for expressions of interest, taking enquiries through this blog…

Once we’ve worked on these pilot programs, the idea is to “package” them so that other groups across the region (and state) can take them up.

I’m also working with the curator and cultural advisor on the Penrith Regional Gallery’s Strictly Samoan program. Depending on funding, we’re hoping to work with three schools in the Penrith area which have significant numbers of Samoan students on a storytelling and writing project. The schools for this project have already been identified, so stay tuned as to how this project will develop. (Similarly, I’m hoping to get up a writing project associated with two arts and historical exhibitions coming up in Parramatta later this year.)

So, busy days, and exciting prospects—and yet there’s lots more it’s still too early to report on!  So bookmark or subscribe to the blog, and I’ll keep you posted.

Apologies for not updating the westword blog sooner, but I was in Melbourne for the Children’s Book Council of Australia conference last week, so very busy (and tired!).

I have two events in the Western Sydney Young People’s Literature project to report, both developed in partnership with the Blacktown City Library.

First of all was a visit by the Western Australian author-illustrator (and husband and wife) team, Mark Greenwood and Frané Lessac. Mark and Frané have together created a beautiful new picture book, Simpson and His Donkey, published by Walker Books Australia, and we were lucky enough to host them on their only day in Sydney (Monday April 28).

Mark and Frané led two “Make a Picture Storybook” workshops for Year 5 and 6 students, demonstrating how they research, write and illustrate their books. We had more than 40 young people in the workshops, and they were all enthralled and inspired by Mark and Frané’s presentation—and the work they produced was stunning.

Frané demonstrates how to draw Simpson’s donkey.

Mark talks about researching and writing Simpson and His Donkey.

Some examples of the wonderful work produced by the young people at the picture book workshop.

The second event to report on was the presentation of the library’s Youth Week creative writing competition. YA author Melina Marchetta selected the competition winners, and she was guest speaker at the presentation on the evening of Monday 5 May. Melina spoke “writer to writer” to the audience, speaking about her books and her creative process—and she read a section from her forth-coming novel Finnikan of the Rock. It was a fantastic opportunity for the young writers to hear from one of our finest novelists for young people, and there were some really thoughtful and intelligent questions asked, particularly from parents interested in encouraging their children’s creativity.

Melina Marchetta speaks at the Youth Week Creative Writing competition.

It’s been wonderful to host events with such gifted creators of books for young readers so early in the western Sydney project. There’ll be more to come, so stay tuned!

Melina Marchetta, award-winning author of Looking for Alibrandi, Saving Francesca and On the Jellicoe Road, will be at the Blacktown City Library on the evening of Monday May 5. Download the information flyer here and the schools’ booking form here.

Melina will be in Blacktown for the presentation of the Blacktown City Library’s Youth Week Creative Competition. Melina is selecting the winners of the competition, and will be guest speaker at the presentation.

This free all-ages author event is open to everyone, not just people involved with the creative writing competition. Melina will be speaking about her books and the craft of writing. There will be time for a question and answer session and a book signing, and Melina’s books will be on sale courtesy of Readers Bookshop, Westpoint Blacktown.

A reminder: the event is free but bookings are required: call the library on 9839 6677. Schools are welcome to book in multiple students to attend: download the booking form here.

There are some great events I’ve had a hand in organising coming up in the next few weeks: a zine workshop led by artist Leigh Rigozzi as part of Youth Week, a “make your own storybook” workshop for senior primary school students led by by Frané Lessac and Mark Greenwood and a public event to celebrate Frané and Mark’s new picture book Simpson and His Donkey. Follow the links below for more information, and do join us!

Zine workshop.

Storybook workshop.

Simpson and His Donkey event.

As has been (not so) gently pointed out to me by my colleague, Mike Shuttleworth, at the Centre for Youth Literature in Victoria, I’ve been a bit slack about my blogging lately. So here is a much-needed catch-up on what I’ve been up to with the Western Sydney young people’s literature program in the past few weeks.

I’m pleased to report that I have a number of projects pencilled- and penned-in on the calendar. Coming up in April is a zine workshop at Blacktown Council’s Youth Week “The ‘Burbs” festival—April 12 at Blacktown Olympic Park.

Also attached to Youth Week is a creative writing competition for 12-18 year olds, coordinated by Blacktown City Libraries. There’s 700 word limit on entries, which should somehow connect to the Youth Week theme Shout! Share! Live! Unite! I’m thrilled that Melina Marchetta has agreed to judge the finalists in the competition and will speak at the competition’s presentation evening at Blacktown’s Max Webber Library on May 5. I’ll upload the poster tomorrow.

I’m really pleased that we will be hosting the only Sydney appearance of the creators of a new picture book Simpson and His Donkey (one of the first local titles to be released by Walker Books Australia). Illustrator Frané Lessac and writer Mark Greenwood (see their website here) will present 2 “Make Your Own Storybook” workshops for Years 5 and 6 students, and will also be talking about the book to an all-ages audience at a public event at Max Webber Library. Monday April 28—contact the library for booking information in a week or so.

Then on May 20 I will chair a session on fantasy/speculative fiction at the Max Webber Library as part of the Sydney Writers’ Festival. Panellists are D.M. Cornish (Monster Blood Tattoo), David Kowalski (The Company of the Dead) and Stuart Mayne, editor of Aurealis magazine.

I’ve also been busy with the following:

I was guest speaker at the University of Western Sydney, speaking to post-graduate Secondary English Method students about the western Sydney youth lit project, about engaging their soon-to-be students (they’ll be in the classroom next year) with fiction and about teaching creative writing. A lot to touch on in a two-hour session!

Attended the Australian School Library Assocation’s NSW conference, which was excellent. I imagine many of the librarians there were challenged and inspired by the keynote speech by Dr Ross Todd, who spoke about the importance of meeting young people at their level in terms of their engagement with technology, social networking and so on. I also attended some terrific workshop sessions looking at Indigenous writing and engaging “reluctant” writers by using the internet to develop creative writing skills. I believe the keynotes and workshops will be available on the ASLA NSW website at some point soon.

I also launched a book at the conference; Samurai Kids: White Crane by Sandy Fussell, illustrated by Rhian Nest James and published by Walker Books Australia. It’s a terrific book, full of adventure and action and some serious philosophical ideas based on the principals of Bushido—the Samurai code. Recommended for “middle school” readers, it’s the first in a planned series of books about the young warriors-in-training of the Cockroach Ryu (school), all of whom have particular personal challenges to face along with the more general challenges involved in their training. (A few more details and comments are available at my personal Misrule blog.)

And the western Sydney young people’s literature project was featured in an article in Monday’s Sydney Morning Herald. It’s a lovely article, written by young journalist Josephine Tovey, accompanied in the print version by an equally lovely photo of me with some kids from Tregear Public School in Mount Druitt. Also check out Jo’s opinion piece in today’s Herald about her experience attending a selective high school. It’s a very well argued piece which could well be used as a model for student writing.

That’s it for now. More soon—I promise!

An area I’ve a personal interest in, as an ex-English teacher, is the HSC English Extension 2 module, which requires advanced students to submit a writing portfolio. I’ve never taught the “new” HSC, introduced in 1999, but it’s always interested me in its approach to comparative study of texts and the rather belated introduction of this creative writing option.

(South Australia, for example, has had a writing portfolio as part of its senior English curriculum for a long time, and back in the early 80s, when I was a senior high school student in the ACT, I was able to choose an English class looking at the form of the short story that also required us to submit a creative writing portfolio. I’ve a great admiration for the schooling system in the ACT, which, like several other states, does not have a final external examination like the NSW HSC. It makes me wonder what might battles may be fought (and lost?) if a national curriculum, which will almost certainly involve a version of the HSC, is enforced. But I digress…)

I always enjoyed teaching creative writing when I was in the classroom (even though at the time I didn’t have particular skills or experience in the area), but I was also aware that many of my colleagues did not feel particularly confident in this area. I don’t know that this has changed all that much—English teachers are very well-trained in teaching formal essay writing and in guiding their students’ responses to literature, but creative writing is a whole other thing. I don’t recall it being much a part of my teacher-training, and let’s face it—responding to students’ creative/imaginative work is much, much harder than assessing an essay.

Add to the mix the commonly-held opinion (or so my anecdotal experience of chatting to teachers would suggest) that students often tend to lose a bit of the creative spark when they get to high school. I think that’s partly a product of adolescent self-consciousness as well as the very content-heavy secondary curriculum. (Also the content of the NSW K-6 English syllabus, which some time ago shifted its emphasis from authentic literature and creative writing to [artificial] non-fiction “text types”.)

I have no doubt that children and teenagers continue to scribble (or these days, type and upload to blogs and MySpace etc) poetry and prose in the privacy of their bedrooms, as they have ever done, but as formal education has become increasingly about academic and vocational outcomes, it’s been harder and harder for teachers and students to carve out a creative niche in the English classroom.

I feel a bit of a fraud writing this—it’s so long since I’ve been a full-time classroom teacher—so I have felt the need to test my own thoughts on the subject against the real experience of current practitioners. Which brings me to the relevance of this rather long-winded and overly-opinionated post to the real purpose of this blog: the documentation of the western Sydney young people’s literature project (which I am coming to think of, in a much needed shorthand, as the westword project!).

From 2009, the HSC English Prescriptions List will change. Some new books have been added—I’m told this is about 15% of the reading list—and texts that have been on the HSC list for many years have been moved to a different focus of study. Last week, I attended a workshop offered by the English unit of the curriculum support directorate of DET, which looked at the new prescriptions list and offered resources and support to develop new units of work. I really enjoyed the workshop—it was good to familiarise myself with the HSC English curriculum, but it was also a great opportunity to talk to teachers from western Sydney about how the westword project might develop programs to best support them in their teaching.

All of the teachers I spoke to confirmed that support for the teaching of creative writing would be very welcome. Even standard students have to write a creative piece in their HSC—it’s worth 15% of their final mark, they can’t study for it, and it seems teachers don’t feel they can give it adequate time in the classroom. And there’s the afore-mentioned Extenstion 2, which it seems not all schools can even timetable on a regular basis.

(Compare this to the time allocated to major works in visual arts and design, drama and music. We wouldn’t think of letting HSC students complete these more or less under their own steam. I can’t help but wonder if this comes back to a widely-held assumption that you can’t teach people to write creative pieces—that you’ve either got the talent or you don’t. But as Libby Gleeson pointed out when she was interviewed by Andrew Daddo on 702 ABC Sydney a couple of weeks ago, we teach people how to paint, sing, play a musical, play a sport—why not writing?)

And it’s not just the HSC. We obviously need to lay the groundwork for skills in creative writing in the junior school.

Let me circle back again to another meeting I had recently, with Susanne Gannon from the University of Western Sydney. Susanne teaches Secondary English Method students—those folk who are going to be English teachers, many of them in western Sydney schools. She has a special interest in teaching her students to become good teachers of writing, and her resource booklet for the course is full of fabulous examples of literature across genres. Susanne agreed with my own concerns about teachers’ confidence in teaching creative writing, and we are looking to work together to develop research and practical programs to address this. (Susanne also has some great ideas about nurturing western Sydney writers as an adjunct to her work in pre-service teacher education, but it’s a bit premature to say more about that as yet.)

So, it’s clear that a priority for the westword project will be supporting young writers by supporting their teachers. There are many ways we can approach this, but I do hope that in the long run, we can produce a module/program that we can deliver in such a way (no doubt involving the creative use of technology) to help teachers (ultimately across the state?) to be better teachers of creative writing. And yes, I’ll be looking to involve professional writers in the project.

I’d really like people’s thoughts on this. Please note that I’m aware that there are many teachers out there who are confident and successful teachers of creative writing, but there are many more that, it seems, would really appreciate more resources and direction in this area. So, any comments and ideas will be gratefully received—consultation must be at the core of everything the westword project undertakes.

This has been a long post—thanks for staying with me. But wait—there’s more! (I’ll be brief.)

On a slightly different tack, many of the HSC English modules require students to select their own text to supplement the prescriptions list for the various modules. I gather that finding appropriate texts outside of the texts commonly studied in schools can be a challenge for the students, their teachers and the librarians that students go to to find a book about X, Y or Z.

I don’t want to reinvent the wheel—I know that HSC English resource lists are being developed by various groups and organisations. What I am wondering is if people think it would be useful if I were to apply my knowledge/extensive reading of contemporary YA fiction to develop reading lists of suitable supplementary texts for various modules, especially the new common area of study, “Belonging”, which seems to lend itself so well to the theme of so many YA novels. (And would such a resource list would be of particular help to Standard students?)

Thanks again, and please leave comments and suggestions.

Day two on the westword blog. I’ve sent emails out today to start letting people know this blog is here, and I’m hoping word will start to get out fairly quickly.

I thought I should give readers some background to the position and document my early investigations into how this new project may develop.

The position now known as Western Sydney Young People’s Literature Officer has been a long time coming. The Centre for Youth Literature at the State Library of Victoria has been well established for some years now, ditto the Fremantle Children’s Literature Centre, but Sydney/NSW has been without a dedicated position of this nature. There has been lobbying to establish such a position—and centre—for a long time, most notably in the last few years by author Libby Gleeson, and I think it’s fair to say that without Libby’s dedication, it may never have happened. Libby, along with representatives from the education department, Arts NSW, the Blacktown Arts and Cultural Development unit and Blacktown City Library make up the advisory board for the project.

Starting a new job, and project, from scratch has been an exciting and at times daunting prospect. Since starting in the position in early December, I’ve been undertaking an “audit” of existing arts and community projects in the greater western Sydney area, meeting key people and starting to get and understanding and formulate ideas about priority areas for the project.

One thing I needed to do early on was get a sense of the very diverse community of the region. Western Sydney is by no means foreign territory to me—I have lived and worked in the west and south west—but even so it’s been important to get past my own experience and assumptions. Community development officers from various local councils have been invaluable in this regard. They’ve helped me get an understanding of the demographics—the fact that, socio-economically, the region has some of the most disadvantaged communities in Sydney as well as a large number of young professional families. It’s also a young region—Blacktown local government area (LGA), for example, has the largest 0-4 population in Australia. And of course, there are scads of older children and teenagers, and not as many resources and activities for them as in more privileged parts of the city.

The region has many emerging communities, a good proportion of them from refugee backgrounds—Afghani and various African nationals. There are significant (and is some instances long-standing) south-east Asian and Pacific Islander communities. And there is a large Aboriginal community as well. (If I’ve left anyone out, apologies! I’m still learning.)

Western Sydney has a very lively and innovative arts scene, particularly in the areas of visual and performing arts, but little in the way of literary events outside of some library initiatives and satellite Sydney Writers’ Festival programs. So there’s an enormous amount of good will around this new project, and a genuine feel of excitement at the possibilities. The people I have met with—staff from cultural centres and galleries; children’s and youth services librarians; curators; program directors; community development workers from various western Sydney councils—have been uniformly enthusiastic and willing to offer whatever support they can. (We are just a week into the new school year, and I am beginning to contact the education community.)

Already I can see three ways my position will work.

1. Developing original programs. I’ll have my own ideas and initiatives that I want to work on, and I’m very fortunate to have access to a large range of venues across the regions and colleagues willing to support such initiatives. A couple of ideas I hope to work on sooner rather than later include a program of graphic novel workshops and establishing a creative writing group for teenagers. I am also looking to mounting a couple of “travelling” programs with children’s/YA writers and illustrators, with me developing the program and then offering it as a partnership deal to public libraries and possibly other arts centres. (And credit where it’s due—Mylee Joseph from the State Library of NSW suggested this as an efficient way of spreading the workload and resources around this enormous region.)

In the longer term, I want to raise gazillions of dollars to establish an on-going author in residence program for priority schools and establishing an annual writers’ camp for teenagers.

2. Responding to already identified areas of priority by working with (piggybacking on!) existing programs developed by other cultural centres and community development officers. For example, one of the regional galleries has planned an extensive cultural program with one of their Pacific Islander communities later this year—it will involve exhibitions and various public programs and events. The curator and I have discussed developing an inter-generational, bilingual writing project as part of the program. Another arts centre is interested in developing projects involving youth and technology, so I’m investigating how we might develop a project involving narrative/storytelling and technology.

A community development officer I’ve met with is looking at ways of involving literature, books and reading and creative writing in projects designed to support some of the most disadvantaged and disconnected communities in her LGA. We’re talking about involving some children’s writers/illustrators in a “Neighbourhood Stories” project, and developing an “Adopt a Community” project to get books into these needy communities (and publishers reading this?).

I’m keen on seeing how I can work with young parents, modelled on the Literature for All of Us program I saw in Chicago on my Churchill Fellowship.

I’ve already organised a zine workshop to run at Blacktown’s Youth Week festival “The Burbs”, which may develop into a longer-term zine program across the region, and I’m working with the library on its Sydney Writers’ Festival event.

3. I very much see the position as functioning as a resource and communication hub (thus this blog). I have extensive connections with the writing and publishing community, and I am hoping that people will start to think of me as someone they can come to for ideas, contacts and information about the wide and wonderful world of children’s and youth literature. Part of this will be developing professional development opportunities and resources; it will involve networking and hopefully, helping people with little or no access to the cultural and publishing communities bridge that very large divide.

There’s also the possibility of developing partnerships with academics in the areas of teacher training and literature. I’m particularly interested in seeing how I might work with already existing research projects into engagement with the arts, including author-in-schools programs.

So, big plans—and I am open to ideas and offers of partner projects. As Ben Lee sings, we’re all in this together!

Greetings!

This blog is attached to a new project supported by the NSW Department of Education and Training and Arts NSW. The purpose of the project is to develop programs to engage the children and youth of the greater western Sydney region with literature, both as audience and as creators.

Your (primary) blogger is me, Judith Ridge. I was appointed to direct this new project late last year—my title is Western Sydney Young People’s Literature Officer. I work three days a week (Mon-Wed) out of the arts and cultural development unit at Blacktown City Council. I will be working with community and arts organisations, schools and libraries and anyone else with bright ideas, energy and a commitment to bringing innovative children’s/young adult literature-based programs to the region. You might like to read my report from my 2001 Churchill Fellowship, which gave me the opportunity to study community-based literature programs for young people, and which has provided an enormous amount of inspiration for this position.

My brief is wide—from early childhood to school leavers and, perhaps, beyond. I also plan to develop professional development opportunities for teachers and librarians, information sessions and resources for parents and carers, and support for adults wanting to write for children and young adults.

My definition of literature, for the purposes of the position, is broad—I’ll be working with traditional and contemporary forms of the book (including graphic novels and manga), and also with technology, Web 2.0, zines, writing for performance and so on.

I’ve set this blog up for a few reasons. First of all, there are a lot of people interested in how the project develops, and this will be a way of documenting and communicating progress. I will also be listing opportunities and events for young writers and readers, and other arts- and literature-related news. I’m also going to leave it open for my colleagues in arts and community projects in western Sydney to become fellow wordwest bloggers and add their own entries.

I hope that westword will become a communication and resource hub for the project, and that lots of people will get involved. In time, the plan is for a website with many opportunities for interaction, especially by children and young adults. westword is not exactly an interim measure, as I hope it will take on a life of its own, but there will be plenty more to come.

So, join me! (And bear with me as I explore the Word Press blogware.)

Finally, thanks to Jennie K for suggesting the name of the blog.