The Changing Face of Literacy
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The Changing Face of Literacy

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Prepared for third year t'coll students to support their understanding of the broader views of literacy.

Prepared for third year t'coll students to support their understanding of the broader views of literacy.

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  • MIHI *Kia ora everyone, As I said my name , where I am from. *Current role is two fold- classroom tch / digiadvsior for ttt – supporting tch to select and use digital technology I have been invited in here this morning as part of your module on the broader views of literacy. Purpose of the next 45mins is to share with you a liitle bit of the why and how myself in terms of integrate technology with particulalr focus on literacy programmes More specificallly – flick up lnr intentions
  • This lecture is about the implications for us as educators
  • Components of lecture Broad, funnel into specific examples. Set the scene by exploring 21st century student using video
  • Both our curriculum documents embrace and reflect this thinking Examples: Vision: words like - connected, actively involved Effective pedagogy emphasizes –enhancing the relevance of ne lng- why are we lng this? How will we be able to use it? Providing sufficient Oporto to learn- encountering new lng a number of times and in variety of diff tasks and context. Facilitate shared lng – lng with others. Key competencies – lifelong skills and capabilities
  • I like this reference to our generation - doing based, practical in terms of what the lnr exps should demand Derek Wenmoth - term Generation C Video – focus on hot Frameoworks common in NZ schools such as inquiry,, SOLO taxonomy, Blooms –
  • *Generally, In catering for these lnrs we should be seeing a shift to the right: *Env increasing student centred *Certainly dominant in primary and exciting models emerging in secondary schools- unlimited *Projects – groups working with a programmer create a new game , orgainsing a drug and alcohol free rave.
  • Quote - Shown at beginning Highlight – need for tchs who are willing and able to use.... solutions and new info. Don ’ t believe we need to know the in and outs of every appl/dig object but I do believe we need to know enough to recognise when an app/object can enhance tch/lnr. Use effective tch pedagogy to facilitate the exp that harness its power.
  • Before we narrow focus to literacy and ict Find out your exp. With ict, confidence, knowledge some of the tools , processes mentioned thus far Interactive , piece of paper Are you a digital immigrant with an accent?
  • Is ICT enough? On its own no. Reinforce the point : ICT Significant / Key Enabler in supporting lngs But – big but only if used effectively Equation captures this :
  • Not wot u got it is how u use it
  • ICT Needs to be considered New thininkg aorund e-learning – involves taking the ‘ e ’ out all together *What am i trying to achieve here? *What tools and strategies can assist? Enhance?
  • Multi modal – clever overlap of oral, written and media Meta knowledge is know about knwoledge-
  • Results echoed through NEMP Writing Looking Ahead: • , attention needs to be paid to the teaching of listening skills and the use of multi-modal forms of information presentation. • Because society relies increasingly on the use of multi-media formats for presenting information, specific attention needs to be paid to developing skills in relation to these media. Reading Skills in scanning for information (as required in “ When Disaster Strikes ” ) are becoming increasingly important, with the huge volume of information of widely varying quality that students are accessing through the Internet.
  • Think multimodal when looking at the two strands in our doc. Multi modal is the clever overlap of oral, written and media - exmples all aorund u. Expose stdnets in these forms . Lmg objects, games, advertisning, gamong, apllicayions, movies, comics, cartoons, English lng area is structured around two strands: Making meaning and creating meaning Our challenge is to engage students, provide opportunities for the the thoughtful creation and critical consumption
  • Consumers - view media Producers –   Such bhvs Involves an awareness of: multi modal Semiotic systems : Auditory Gestural Spatial Visual Linguistic Semiotic Systems Students make meaning of a text by understanding and interpreting the text’s sets of signs or symbols, which are called semiotic systems. There are five semiotic systems: 1. linguistic (oral and written language, for example, use vocabulary and grammar), 2. visual (still and moving images, for example, use colour, vectors, and viewpoint), 3. auditory (music and sound effects, for example, use volume, pitch, and rhythm), 4. gestural (facial expression and body language, for example, use move- ment speed and stillness), and 5. spatial (layout and organisation of objects and space, for example, use proximity, direction, and position). Effective literacy Lnr the code – decode and encode Making meaning - discuss and use knowledge, strategies, and awareness Thinking critically –analysing and interpreting
  • Key point – when designing your programme: Think multi modal - systems Consumption and creation
  • See handout Flutter by friends – prediction and ordering Garage beat : profile – interview, view model Choose relevant lng objects to use as part of literacy rotations
  • Rather than show tools I want to show you examples the tools will change the essential lng function will remain the same Via snapshots section Examples demonstrate tchs enagging students in lng experiences/ environments that involve multimodel consumption and creation.
  • Manaakitanga Explored via pamphlet – diff aspects , share back to group Looked at ithink example Sketched and shared orally View lng object used as a model’ to create our own collaborative stories The purpose of this activity was to develop narrative writing skills and the reading strategy of visualising. 1. Students in each class were to write a narrative using the success criteria developed by the class. Models of narratives were used to support the children in identifying and understanding the success criteria. 2.The completed stories were e-mailed to the buddy class. 3. The children read the stories they received and created an illustration for the matching the text. 4. The pictures were sent to the writers electronically. The text and illustrations were combined using VoiceThread and published in the blog. 5. Appropriate feedback was given.
  • Wordle for displays etc for vocad for fdiffetrnt types of language features but most powerful way I have used is for deconstructing the language features within a piece of text. n
  • Key point – when designing your programme: Think multi modal - systems Consumption and creation
  • Source Digi natives vs. digi immigrants
  • Used google in last week 4 times in last week
  • Firefox or flock as social web browser – 1 Switched from internet explorer, navigator
  • Know what any of the above symbols represent – 1 You have your own blog
  • Know this symbol
  • Know symbol Know how to use Have an aggregator
  • Have memory stick
  • Social software
  • Knw wot this is Video conferencing
  • Bob Harrison is an education adviser with Toshiba Information Systems (UK) Ltd, a consultant with BECTA and the National College for School Leadership (NCSL) and runs Support for Education and Training http://www.setuk.co.uk/

The Changing Face of Literacy The Changing Face of Literacy Presentation Transcript

  • The Changing ‘ Face ’ of Literacy Rochelle Jensen - August - 2011
    • Learning Intentions :
    • Examine how we as teachers can increasingly provide experiences that ‘ connect ’ to the world of the 21 st century learner.
    • Overview the place of ICT through the lens of recent classroom examples.
    Presentation available from : Rochelle Jensen - August - 2011
    • Overview:
    • 21 st century learning and teaching
    • The Place of ICT?
    • The ‘ new ’ literacy
    • A promising combo - ICT + Literacy
    Rochelle Jensen - August - 2011
  • The New Zealand Curriculum and Te Marautanga o Aotearoa *Creating a supportive learning environment. *Encouraging reflective thought and action. *Enhancing the relevance of new learning. *Facilitating shared learning. *Making connections to prior learning and experience. *Providing sufficient opportunities to learn. *Teaching as inquiry. Rochelle Jensen - August - 2011
  • Generation C
    • Creators,
    • Contributors
    • Communicators
    • Collaborators
    • Coordinators
    • Consumers
    Rochelle Jensen - August - 2011
    • Traditional Learning Environments
    • Teacher centered instruction
    • Single sense stimulation
    • Single path progression
    • Single media
    • Isolated work
    • Information delivery
    • Passive learning
    • Factual, knowledge-based
    • Reactive response
    • Isolated, artificial context
    • Newer Learning Environments
    • Student-centered learning
    • Multisensory stimulation
    • Multipath progression
    • Multimedia
    • Collaborative work
    • Information exchange
    • Active/exploratory/inquiry
    • Critical thinking and informed decision making
    • Proactive, planned action
    • Authentic, real world context
    Rochelle Jensen - August - 2011
  • Free powerpoint template: www.brainybetty.com
  • So… How Savvy R U Rochelle Jensen - August - 2011
  • PL + ICT = EPL Poor Learning + ICT = Expensive Poor Learning Rochelle Jensen - August - 2011
  • “ The real magic in a quality learning experience comes not from boxes, wires and expensive digital equipment. The real magic comes from teachers who have high expectations, create relevant and challenging learning experiences, supported and scaffold pupils to success, and provide quality feedback for their pupils.” Trevor Bond Rochelle Jensen - August - 2011
    • “ ... e-learning forms part of a conscious choice of the best and most appropriate ways of promoting effective learning ” .
    • JISC, 2004,pg10
    Rochelle Jensen - August - 2011
    • Literacy teaching and learning for the 21 st century
    • “ … it is clearly no longer sufficient to teach students how to make meaning solely of and with print texts. Students are faced with multimodal texts on a daily basis, and need the capacity to make meaning of and with them . They also need a metaknowledge of meaning making that they can apply in to texts of the future… ”
    • (Sue McDowall, 2010)
  • Results from NEMP Rochelle Jensen - August - 2011
  • ** Making meaning of ideas or information they receive (Listening, Reading, Viewing ) ** Creating meaning for themselves or others (Speaking, Writing, Presenting ) Consider the use of multi-modal forms: The New Zealand Curriculum - English English is structured around two strands, each encompassing the oral, written, and visual forms of the language. Rochelle Jensen - August - 2011
  • Consumers : Analyse and interpret meaning Producers : Convey meaning by being creative with literacy and design Rochelle Jensen - August - 2011 Students make meaning of a text by understanding and interpreting the text’s sets of signs or symbols, which are called semiotic systems. There are five semiotic systems: 1. linguistic (oral and written language, for example, use vocabulary and grammar), 2. visua l (still and moving images, for example, use colour, vectors, and viewpoint), 3. auditory (music and sound effects, for example, use volume, pitch, and rhythm), 4. gestural (facial expression and body language, for example, use move- ment speed and stillness), and 5. spatial (layout and organisation of objects and space, for example, use proximity, direction, and position).
  • A ‘ good ’ literacy programme
    • Reading to
    • Reading with
    • Reading by
    • Writing to
    • Writing with
    • Writing by
    Rochelle Jensen - August - 2011
  • Key resources to support: Rochelle Jensen - August - 2011 Learning Objects
  • Explore examples from New Zealand classrooms. Rochelle Jensen - August - 2011
  • Rochelle Jensen - August - 2011 Uniforms : Persuasive Writing Yr. 5/6 Write to persuade and to evaluate our writing and the writing of others. Writing for a range of purposes. Yr 5/6 Analyse text to find out which language features were used. Little Lamb : Retell Yr 0 Children retell their stories through animation. Inquiry : Are cows too smelly? Do we really need them? Yr 1 Children share their post inquiry thoughts and ideas. Class Virtues Yr 7/8 Create a multi-media quiz. Narrative writing Yr 4 Writing collaborating with students from Russia. Manaakitanga Yr. 5/6 Extend our own understanding of manaakitanga and combine our sketches and voices to support others to understand this concept.
  • 5. Wordle For analysis of language features Put a students writing into a wordle. Language: do not remove common words + word count.
  • Wordle For analysis of language features Put a students writing into a wordle. Language: do not remove common words + word count.
  • Our challenge is to engage students in the thoughtful creation of media content as well as the critical consumption of it. Rochelle Jensen - August - 2011
  • Further Support
    • For further support with the selection and use of digital content, contact a Digi Advisor:
    Rochelle Jensen - August - 2011 Rochelle Jensen [email_address] Suzie Vesper [email_address]
  • Test your DNA i Digital Native Index Bob Harrison’s 21 st Century Learning Quiz ( July 2009)
  • Give yourself 10 points for each of the following questions that you can honestly answer "Yes" to.
  • Do you have a space on Facebook, MySpace, Bebo or any other social networking site?
  • Have you accessed the internet from a mobile phone?
  • Have you searched for and watched a YouTube video?
  • Have you produced and uploaded a video to YouTube ?
  • Stored and shared images on an online space such as Flickr?
  • Do you have your own website/blog ?
  • Do you have an Xbox live, Nintendo DS, PSP or similar?
  • Have you used Wikipedia?
  • Have you played on an online game/community such as World of Warcraft, Runescape, Habbo, Pizco, Gears of War, or Call of Duty?
  • Have you communicated online with people from other countries?
  • Do you use Twitter?
  • Have you got an I-Google set-up?
  • Have you used Skype?
  • Have you read or commented on blogs?
  • Do you know the difference between noodle and Moodle?
  • So, What is Your DNI?
  • Scoring 100+ Congratulations - you are in good shape to cope for the 21st century as a learner and digital citizen. 50-100 Well done - you are on the right lines but need to speed up a little to stay in touch 20-50 Where have you been for the last 3 years? You live in a different world! 0-20 Hello?? Hello??