A fixed point in time and pedagogy
   Bringing the ‘new’ into the primary classroom

            ESRC Seminar Series - 28t...
Context
Context
‣   Year 2 Class in the North East of England
    ‣   Third year of teaching ‘Orange Class’
Context
‣   Year 2 Class in the North East of England
    ‣   Third year of teaching ‘Orange Class’
‣   Our work is based ...
Context
‣   Year 2 Class in the North East of England
    ‣   Third year of teaching ‘Orange Class’
‣   Our work is based ...
The ‘old’...
The ‘old’...
‣   Certain types of activity privileged in the
    curriculum
The ‘old’...
‣   Certain types of activity privileged in the
    curriculum
‣   Literacy conceptualised as a set of discre...
The ‘old’...
‣   Certain types of activity privileged in the
    curriculum
‣   Literacy conceptualised as a set of discre...
The ‘old’...
‣   Certain types of activity privileged in the
    curriculum
‣   Literacy conceptualised as a set of discre...
The ‘recent’...
The ‘recent’...
‣   National Literacy Strategy and ‘literacy
    hour’ introduced to British schools
The ‘recent’...
‣   National Literacy Strategy and ‘literacy
    hour’ introduced to British schools
‣   Represents deeply...
The ‘recent’...
‣   National Literacy Strategy and ‘literacy
    hour’ introduced to British schools
‣   Represents deeply...
The ‘recent’...
‣   National Literacy Strategy and ‘literacy
    hour’ introduced to British schools
‣   Represents deeply...
The ‘new’...
The ‘new’...
‣   Curriculum needs to be expanded to take
    account of diverse communicative practices
    (New London Gr...
The ‘new’...
‣   Curriculum needs to be expanded to take
    account of diverse communicative practices
    (New London Gr...
The ‘new’...
‣   Curriculum needs to be expanded to take
    account of diverse communicative practices
    (New London Gr...
The ‘new’...
‣   Curriculum needs to be expanded to take
    account of diverse communicative practices
    (New London Gr...
The ‘now’...
The ‘now’...
‣   ‘Awesome disconnect’ between home and
    school literacy practices
                         (Genishi and...
The ‘now’...
‣   ‘Awesome disconnect’ between home and
    school literacy practices(Genishi and Dyson, 2009: 4)



‣   Te...
The ‘now’...
‣   ‘Awesome disconnect’ between home and
    school literacy practices(Genishi and Dyson, 2009: 4)



‣   Te...
The ‘now’...
‣   ‘Awesome disconnect’ between home and
    school literacy practices                                 (Geni...
“Literacy, I think, is something to do with meaning
and making meaning and getting meaning from
things and that could be s...
“I think it’s about learning about verbs and different
things and stories. Erm like punctuation and
different kinds of... ...
A fixed point in time and pedagogy...
      How do we move forward?
KiKi Project
KiKi Project
‣   Project based around
    the text ‘KiKi’s Delivery
    Service’ by Eiko Kadono
KiKi Project
‣   Project based around
    the text ‘KiKi’s Delivery
    Service’ by Eiko Kadono
‣   Text of popular cultur...
KiKi Project
‣   Project based around
    the text ‘KiKi’s Delivery
    Service’ by Eiko Kadono
‣   Text of popular cultur...
KiKi Project
‣   Project based around
    the text ‘KiKi’s Delivery
    Service’ by Eiko Kadono
‣   Text of popular cultur...
Critical Literacy Project
Critical Literacy Project
Critical Literacy Project
‣   Exploring how texts work, have particular
    effects and how power is exercised (Comber, 20...
Critical Literacy Project
‣   Exploring how texts work, have particular
    effects and how power is exercised  (Comber, 2...
Critical Literacy Project
‣   Exploring how texts work, have particular
    effects and how power is exercised  (Comber, 2...
Critical Literacy Project
‣   Exploring how texts work, have particular
    effects and how power is exercised  (Comber, 2...
Brer Rabbit and Critical Literacy
Brer Rabbit and Critical Literacy
‣   Based around the
    ‘Uncle Remus’ stories
Brer Rabbit and Critical Literacy
‣   Based around the
    ‘Uncle Remus’ stories
‣   Experienced narrative
    through ora...
Brer Rabbit and Critical Literacy
‣   Based around the
    ‘Uncle Remus’ stories
‣   Experienced narrative
    through ora...
Brer Rabbit and Critical Literacy
‣   Based around the
    ‘Uncle Remus’ stories
‣   Experienced narrative
    through ora...
A Creative Partnership
A Creative Partnership
A Creative Partnership
A Creative Partnership
‣   ‘Virtual meeting’ with
    The Wren’s Nest in
    Atlanta (USA)
A Creative Partnership
‣   ‘Virtual meeting’ with
    The Wren’s Nest in
    Atlanta (USA)
‣   Video conferencing
A Creative Partnership
‣   ‘Virtual meeting’ with
    The Wren’s Nest in
    Atlanta (USA)
‣   Video conferencing
‣   Expe...
A Creative Partnership
‣   ‘Virtual meeting’ with
    The Wren’s Nest in
    Atlanta (USA)
‣   Video conferencing
‣   Expe...
Twitter
Twitter
‣   Web 2.0 becoming increasingly prominent
    in society
             (Davies and Merchant, 2009)
Twitter
‣   Web 2.0 becoming increasingly prominent
    in society
             (Davies and Merchant, 2009)



‣   We use ...
Twitter
‣   Web 2.0 becoming increasingly prominent
    in society      (Davies and Merchant, 2009)



‣   We use Twitter ...
Twitter
‣   Web 2.0 becoming increasingly prominent
    in society      (Davies and Merchant, 2009)



‣   We use Twitter ...
!
!
!
!
!
Rules and Responsibility
Rules and Responsibility

1.
   Children must not mention their name or their any of

  their friends by names in tweets u...
Literacy Events and Practices
Literacy Events and Practices
‣   Literacy events - construction of
    interpretations and meaning  (Health, 1983)
Literacy Events and Practices
‣   Literacy events - construction of
    interpretations and meaning  (Health, 1983)



‣  ...
Literacy Events and Practices
‣   Literacy events - construction of
    interpretations and meaning  (Health, 1983)



‣  ...
Literacy Events and Practices
‣   Literacy events - construction of
    interpretations and meaning   (Health, 1983)



‣ ...
Literacy Events and Practices
‣   Literacy events - construction of
    interpretations and meaning   (Health, 1983)



‣ ...
!
Implications
Implications
‣   All forms of literacy learning should be
    embedded within meaningful contexts
Implications
‣   All forms of literacy learning should be
    embedded within meaningful contexts
‣   Virtual worlds don’t...
Implications
‣   All forms of literacy learning should be
    embedded within meaningful contexts
‣   Virtual worlds don’t...
‣   Email: martinwaller@multiliteracies.co.uk

‣
    http://www.changinghorizons.net


‣   Twitter
    http://www.twitter....
References
Comber, B. (2001) ‘Critical literacies and local action: teacher knowledge and a “new” research agenda’ in Comb...
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
A fixed point in time and pedagogy
Upcoming SlideShare
Loading in...5
×

A fixed point in time and pedagogy

2,119

Published on

A fixed point in time and pedagogy: Bringing the 'new' into the primary classroom

This is my keynote presentation from the ESRC Seminar Series on virtual worlds presented at the University of Sheffield on May 28th 2010.

Please note: This is an edited presentation. Photographs and videos of school-based learning activities have been removed.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,119
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
14
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

















































































  • Transcript of "A fixed point in time and pedagogy"

    1. 1. A fixed point in time and pedagogy Bringing the ‘new’ into the primary classroom ESRC Seminar Series - 28th May 2010 Martin Waller Holy Trinity Rosehill C.E. Primary School
    2. 2. Context
    3. 3. Context ‣ Year 2 Class in the North East of England ‣ Third year of teaching ‘Orange Class’
    4. 4. Context ‣ Year 2 Class in the North East of England ‣ Third year of teaching ‘Orange Class’ ‣ Our work is based around: ‣ Multiliteracies ‣ Critical Literacy ‣ Web 2.0 Practices - ‘Virtual Worlds’
    5. 5. Context ‣ Year 2 Class in the North East of England ‣ Third year of teaching ‘Orange Class’ ‣ Our work is based around: ‣ Multiliteracies ‣ Critical Literacy ‣ Web 2.0 Practices - ‘Virtual Worlds’ ‣ MA in New Literacies
    6. 6. The ‘old’...
    7. 7. The ‘old’... ‣ Certain types of activity privileged in the curriculum
    8. 8. The ‘old’... ‣ Certain types of activity privileged in the curriculum ‣ Literacy conceptualised as a set of discrete skills taught in isolation, regardless of context - ‘teacher centric’ (Pahl and Rowsell, 2005; Larson and Marsh, 2005)
    9. 9. The ‘old’... ‣ Certain types of activity privileged in the curriculum ‣ Literacy conceptualised as a set of discrete skills taught in isolation, regardless of context - ‘teacher centric’ (Pahl and Rowsell, 2005; Larson and Marsh, 2005) ‣ Focus on print-based decoding skills and the written word (Unsworth, 2001)
    10. 10. The ‘old’... ‣ Certain types of activity privileged in the curriculum ‣ Literacy conceptualised as a set of discrete skills taught in isolation, regardless of context - ‘teacher centric’ (Pahl and Rowsell, 2005; Larson and Marsh, 2005) ‣ Focus on print-based decoding skills and the written word (Unsworth, 2001) ‣ ‘Autonomous’ view of literacy (Street, 1984)
    11. 11. The ‘recent’...
    12. 12. The ‘recent’... ‣ National Literacy Strategy and ‘literacy hour’ introduced to British schools
    13. 13. The ‘recent’... ‣ National Literacy Strategy and ‘literacy hour’ introduced to British schools ‣ Represents deeply conservative ideology of what counts as ‘literacy’ (Urquahart, 2002: 33)
    14. 14. The ‘recent’... ‣ National Literacy Strategy and ‘literacy hour’ introduced to British schools ‣ Represents deeply conservative ideology of what counts as ‘literacy’ (Urquahart, 2002: 33) ‣ Told teachers what to teach and how to teach it
    15. 15. The ‘recent’... ‣ National Literacy Strategy and ‘literacy hour’ introduced to British schools ‣ Represents deeply conservative ideology of what counts as ‘literacy’ (Urquahart, 2002: 33) ‣ Told teachers what to teach and how to teach it ‣ ‘Common language’ to describe and prescribe literacy (Urquahart, 2002)
    16. 16. The ‘new’...
    17. 17. The ‘new’... ‣ Curriculum needs to be expanded to take account of diverse communicative practices (New London Group, 1996)
    18. 18. The ‘new’... ‣ Curriculum needs to be expanded to take account of diverse communicative practices (New London Group, 1996) ‣ Focus on ‘designs for meaning’ and identities, cultures and contexts (New London Group, 1996)
    19. 19. The ‘new’... ‣ Curriculum needs to be expanded to take account of diverse communicative practices (New London Group, 1996) ‣ Focus on ‘designs for meaning’ and identities, cultures and contexts (New London Group, 1996) ‣ The digital/virtual worlds that children move within cannot be ignored (Davies and Merchant, 2009)
    20. 20. The ‘new’... ‣ Curriculum needs to be expanded to take account of diverse communicative practices (New London Group, 1996) ‣ Focus on ‘designs for meaning’ and identities, cultures and contexts (New London Group, 1996) ‣ The digital/virtual worlds that children move within cannot be ignored (Davies and Merchant, 2009) ‣ Multiliteracies and ‘Ideological literacy’ (Street, 1984; New London Group, 1996)
    21. 21. The ‘now’...
    22. 22. The ‘now’... ‣ ‘Awesome disconnect’ between home and school literacy practices (Genishi and Dyson, 2009: 4)
    23. 23. The ‘now’... ‣ ‘Awesome disconnect’ between home and school literacy practices(Genishi and Dyson, 2009: 4) ‣ Teachers have pluralist view of multiple literacies
    24. 24. The ‘now’... ‣ ‘Awesome disconnect’ between home and school literacy practices(Genishi and Dyson, 2009: 4) ‣ Teachers have pluralist view of multiple literacies ‣ Year 6 children’s views more consistent with narrowly conceived definition of National Literacy Strategy
    25. 25. The ‘now’... ‣ ‘Awesome disconnect’ between home and school literacy practices (Genishi and Dyson, 2009: 4) ‣ Teachers have pluralist view of multiple literacies ‣ Year 6 children’s views more consistent with narrowly conceived definition of National Literacy Strategy ‣ Source: Unpublished MA Research completed at the University of Sheffield: Do children’s perceptions of literacy link with those of their teacher after following the National Literacy Strategy Framework for Teaching (DfEE, 1998)?
    26. 26. “Literacy, I think, is something to do with meaning and making meaning and getting meaning from things and that could be speaking, listening or language. It’s a way of communicating. It’s a skill, it has to be developed and it can be in several different forms” Year 1 Teacher
    27. 27. “I think it’s about learning about verbs and different things and stories. Erm like punctuation and different kinds of... well English” Year 6 Child
    28. 28. A fixed point in time and pedagogy... How do we move forward?
    29. 29. KiKi Project
    30. 30. KiKi Project ‣ Project based around the text ‘KiKi’s Delivery Service’ by Eiko Kadono
    31. 31. KiKi Project ‣ Project based around the text ‘KiKi’s Delivery Service’ by Eiko Kadono ‣ Text of popular culture in Japan linked to curriculum objectives
    32. 32. KiKi Project ‣ Project based around the text ‘KiKi’s Delivery Service’ by Eiko Kadono ‣ Text of popular culture in Japan linked to curriculum objectives ‣ Situated Practice, Overt Instruction, Critical Framing and Transformed Practice (New London Group, 1996)
    33. 33. KiKi Project ‣ Project based around the text ‘KiKi’s Delivery Service’ by Eiko Kadono ‣ Text of popular culture in Japan linked to curriculum objectives ‣ Situated Practice, Overt Instruction, Critical Framing and Transformed Practice (New London Group, 1996) ‣ Planned and delivered with the children
    34. 34. Critical Literacy Project
    35. 35. Critical Literacy Project
    36. 36. Critical Literacy Project ‣ Exploring how texts work, have particular effects and how power is exercised (Comber, 2001)
    37. 37. Critical Literacy Project ‣ Exploring how texts work, have particular effects and how power is exercised (Comber, 2001) ‣ Also linked to multiliteracies pedagogy
    38. 38. Critical Literacy Project ‣ Exploring how texts work, have particular effects and how power is exercised (Comber, 2001) ‣ Also linked to multiliteracies pedagogy ‣ Work related to being a “text critic”
    39. 39. Critical Literacy Project ‣ Exploring how texts work, have particular effects and how power is exercised (Comber, 2001) ‣ Also linked to multiliteracies pedagogy ‣ Work related to being a “text critic” ‣ Subverting texts and (re)designing them for real-world use (Comber, 2001)
    40. 40. Brer Rabbit and Critical Literacy
    41. 41. Brer Rabbit and Critical Literacy ‣ Based around the ‘Uncle Remus’ stories
    42. 42. Brer Rabbit and Critical Literacy ‣ Based around the ‘Uncle Remus’ stories ‣ Experienced narrative through oral, written and multimodal stories
    43. 43. Brer Rabbit and Critical Literacy ‣ Based around the ‘Uncle Remus’ stories ‣ Experienced narrative through oral, written and multimodal stories ‣ Discussion in an open and contextually driven manner
    44. 44. Brer Rabbit and Critical Literacy ‣ Based around the ‘Uncle Remus’ stories ‣ Experienced narrative through oral, written and multimodal stories ‣ Discussion in an open and contextually driven manner ‣ Children reinvented texts for a modern day audience - technology not the emphasis.
    45. 45. A Creative Partnership
    46. 46. A Creative Partnership
    47. 47. A Creative Partnership
    48. 48. A Creative Partnership ‣ ‘Virtual meeting’ with The Wren’s Nest in Atlanta (USA)
    49. 49. A Creative Partnership ‣ ‘Virtual meeting’ with The Wren’s Nest in Atlanta (USA) ‣ Video conferencing
    50. 50. A Creative Partnership ‣ ‘Virtual meeting’ with The Wren’s Nest in Atlanta (USA) ‣ Video conferencing ‣ Experience of literacy from other culture
    51. 51. A Creative Partnership ‣ ‘Virtual meeting’ with The Wren’s Nest in Atlanta (USA) ‣ Video conferencing ‣ Experience of literacy from other culture ‣ Authentic engagement with the ‘old’ through the ‘new’
    52. 52. Twitter
    53. 53. Twitter ‣ Web 2.0 becoming increasingly prominent in society (Davies and Merchant, 2009)
    54. 54. Twitter ‣ Web 2.0 becoming increasingly prominent in society (Davies and Merchant, 2009) ‣ We use Twitter as a means of recording snapshots and reflections of learning
    55. 55. Twitter ‣ Web 2.0 becoming increasingly prominent in society (Davies and Merchant, 2009) ‣ We use Twitter as a means of recording snapshots and reflections of learning ‣ Reading in this context means not only simply decoding but involves taking part in the construction of social networks where knowledge is co-constructed and distributed (Marsh, 2010)
    56. 56. Twitter ‣ Web 2.0 becoming increasingly prominent in society (Davies and Merchant, 2009) ‣ We use Twitter as a means of recording snapshots and reflections of learning ‣ Reading in this context means not only simply decoding but involves taking part in the construction of social networks where knowledge is co-constructed and distributed (Marsh, 2010) ‣ Literacy for real purpose and audience
    57. 57. !
    58. 58. !
    59. 59. !
    60. 60. !
    61. 61. !
    62. 62. Rules and Responsibility
    63. 63. Rules and Responsibility 1. Children must not mention their name or their any of their friends by names in tweets under any circumstances 2. Children must not check for replies (To prevent the them from seeing any inappropriate material that may be viewable) 3. Children must not navigate away from our Twitter Stream page and look and other people’s profiles (in case of inappropriate language use)
    64. 64. Literacy Events and Practices
    65. 65. Literacy Events and Practices ‣ Literacy events - construction of interpretations and meaning (Health, 1983)
    66. 66. Literacy Events and Practices ‣ Literacy events - construction of interpretations and meaning (Health, 1983) ‣ Literacy practices - culture and context (Street, 1997)
    67. 67. Literacy Events and Practices ‣ Literacy events - construction of interpretations and meaning (Health, 1983) ‣ Literacy practices - culture and context (Street, 1997) ‣ Teachers accountable to statutory curricula
    68. 68. Literacy Events and Practices ‣ Literacy events - construction of interpretations and meaning (Health, 1983) ‣ Literacy practices - culture and context (Street, 1997) ‣ Teachers accountable to statutory curricula ‣ ‘Simulated literacy events’
    69. 69. Literacy Events and Practices ‣ Literacy events - construction of interpretations and meaning (Health, 1983) ‣ Literacy practices - culture and context (Street, 1997) ‣ Teachers accountable to statutory curricula ‣ ‘Simulated literacy events’ ‣ Designed and mediated by teacher
    70. 70. !
    71. 71. Implications
    72. 72. Implications ‣ All forms of literacy learning should be embedded within meaningful contexts
    73. 73. Implications ‣ All forms of literacy learning should be embedded within meaningful contexts ‣ Virtual worlds don’t have to be confined to the ‘virtual’
    74. 74. Implications ‣ All forms of literacy learning should be embedded within meaningful contexts ‣ Virtual worlds don’t have to be confined to the ‘virtual’ ‣ Projects can be linked to statutory curriculum documents while still providing children with the skills to succeed in the world
    75. 75. ‣ Email: martinwaller@multiliteracies.co.uk ‣ http://www.changinghorizons.net ‣ Twitter http://www.twitter.com/MultiMartin ‣ Classroom Tweets http://www.twitter.com/ClassroomTweets
    76. 76. References Comber, B. (2001) ‘Critical literacies and local action: teacher knowledge and a “new” research agenda’ in Comber, B. and Simpson, A. (Eds) Negotiating critical literacies in classrooms, Mahwah, NJ: Lawrence Erlbaum. Davies, J. and Merchant, G. (2009) Web 2.0 for Schools: Learning and Social Participation, New York: Peter Lang. Genishi, C. and Dyson, A. Haas. (2009) Children, Language and Literacy, New York: Teachers College Press. Heath, S.B. (1983) Ways with Words: Language, Life and Work in Communities and Classrooms, Cambridge: University Press. Larson, J. and Marsh, J. (2005) Making Literacy Real: theories and practices for learning and teaching, London: Sage. Marsh, J. (2010) ‘The ghosts of reading past, present and future: material resources for reading in homes and schools’ in Hall, K., Goswami, U., Harrison, C., Ellis, S. and Soler, J. (Eds.) Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy, London: Routledge. New London Group (1996) ‘A Pedagogy of Multiliteracies: Designing Social Futures,’ Harvard Educational Review, Vol. 66(1), Spring 1996. Pahl, K. and Roswell, J. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom, London: Paul Chapman. Street, B. (1984) Literacy in theory and practice, Cambridge: University Press. Street, B. (1997) ‘The implications of the New Literacy Studies? Critical approaches to literacy in theory and practice’ Current Issues in Comparative Education,Vol. 5(2), 77-91. Unsworth, L. (2001) Teaching Multiliteracies Across the Curriculum, Buckingham: Open University Press. Urquahart, I. (2002) ‘Moving forward Together’: do we need a ‘common language’? Cambridge Journal of Education, Vol. 32(1), 27-44.

    ×