It doesn’t take much to realise that John Hartley admires the work of Richard Hoggart, the famous English literary critic and founder of the field of Cultural Studies. The titles of several of his books are tributes to Hoggart, including this one. As Hartley explains on the first page, The Uses of Literacy (1957) set the agenda for educational and disciplinary reform in schools and universities. Hoggart’s strong views on the abuse of literacy, especially in the entertainment media, found much public support. This interest in literacy lay in what ordinary people did with it as part of everyday culture rather than as an instrumental skill for business, civic or religious purposes.

Joanna Mendelssohn is best known as an art critic and historian. After the publication of an essay in The Griffith review entitled ‘Going Private’, Pluto Press commissioned her to write a piece for its Now Australia series. Similar to Black Inc.’s Quarterly Essays, but even more determinedly non-academic, the Pluto Press format is part of a publishing phenomenon and covers a range of political, intellectual and cultural views on public issues and debates. The authors are not necessarily experts in the area they write about, nor are their views always based on systematic, in-depth research.

Readers of The Australian could not fail to have noticed the numerous articles written by Kevin Donnelly over the last few years complaining about the ‘parlous’ state of Australian education. With extraordinary repetition, Donnelly has called for a return to a syllabus approach, the books of the canon and teacher-directed literature classes, where students are presented with universal truths.

Ruth Rothwax is back. The star of Lily Brett’s Too Many Men (2000) is still running a successful letter-writing business in New York City, but she’s branched out into greeting cards. Her father, Edek, with whom she made the trip to Poland in the earlier novel, has moved from Melbourne to New York to be near her. At the heart of the novel is the fraught, yet fond, relationship between them.

Commissioned by the Liberal Party thinktank, the Menzies Research Centre, this book has as its subject the ‘crisis’ in education. It opens with an endorsement by Malcolm Turnbull and closes with a Glossary of Edubabble, the entries of which include: progressive education, fuzzy maths, political correctness, black armband, whole language and phonics. If Turnbull’s enthusiastic foreword and the title of the glossary are not enough to suggest the conservative politics of the book, the cover is a dead give-away. The words Why Our Schools Are Failing are written as if in chalk on a blackboard, wistfully signifying a time in the past when teachers stood at the front of the class and transmitted knowledge in a neat cursive script using a dependable technology.

Whether it is the television, computer, Personal Digital Assistant or mobile phone, many of us spend a considerable proportion of our lives engaging with images presented on screens. Digital images are integral to television, film, photography, animation, video games and the Internet, and are used increasingly as the main medium through which we interact and communicate with each other.

Although we may be aware of the increasing cultural presence of images, less apparent are the changes in how we might think about them. In the new media landscape, images are no longer just representations or interpretations of our actions; they have become central to every activity that connects us to each other and to technology. Understanding the nature of the complex relationship we have with the images that surround us is the principal concern of Ron Burnett’s new book, How Images Think.

This books has a number of admirable qualities. In times when open subscription to a social justice agenda runs the risk of ridicule, it is a brave book. It does not shy away from identifying the universities – specifically, the sandstones – as integral to any explanation of why Australian secondary education is inequitable. And both authors work in one: the University of Melbourne. The book also builds a compelling case for curriculum and structural reform. Through the careful analysis of issues such as retention and dropout rates, the relation between poverty and achievement, and between gender and achievement, it argues potently that our education system is disturbingly riven by persistent inequalities of opportunity.

Although the World Wide Web was begun in 1990, it didn’t really get going in a big way until 1994, with the First International World Wide Web conference held at CERN in Switzerland. That was less than a decade ago. And that should give us pause. Think how important the Web has become in those few years. Consider, too, what sort of computer you were using in 1994 and compare it to what you deploy now (assuming you’re not a holdout). No pause there. It’s been an ongoing vertical projection that is no doubt just the beginning of an enormous change that will affect almost every aspect of our lives. Of course, we’ve heard this technological refrain over and over (with various apocalyptic shadings), and we probably believe it to be true. Still, we’re not likely to get excited about it. We’ll deal with it when it comes. In many instances, it’s already here, but we haven’t fully noticed. In part we’ve simply accustomed ourselves to some of the demands of a ubiquitous silicon-based technology, and in part we’ve remained unaware of what’s headed our way in the form of a techno-savvy younger generation. We seldom see into the future because we usually look in the wrong direction: the future’s not ahead, it’s behind us, and it’s coming up fast.