Developing Old and New Literacies through Working with Comics in the Primary Classroom

684
-1

Published on

UKLA 2011, Chester
Conference Presentation

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

No Downloads
Views
Total Views
684
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Developing Old and New Literacies through Working with Comics in the Primary Classroom

  1. 1.
  2. 2. Developing a Model for Media Literacy & Multimodal Literacy for Austrian Primary Schools<br /><ul><li>Funded by Austrian Science Fund (FWF)
  3. 3. In cooperation with 16 primary school teachers</li></ul> in 9 schools<br /><ul><li>Two years of action research
  4. 4. Focus on learning progression</li></li></ul><li>Theory<br /><ul><li>An ecological understanding of literacy </li></ul> (Barton 2007, Barton & Hamilton, 1998)<br /><ul><li>Children and media, media education, </li></ul> Buckingham (1994, 1995, 1998, 2003, 2007) <br /><ul><li>Media literacy in schools </li></ul> (Burn 2007, 2009)<br /><ul><li>Multimodal literacy and socal semiotics</li></ul> (Kress, Van Leeuwen 1997, 1996, 2001, 2003),<br /><ul><li>Children, media & popular culture & literacy</li></ul> (Marsh 2004, 2005, Marsh and Millard, 2000)<br /><ul><li> Asset model of literacy, funds of knowledge </li></ul> Robinson, Muriel (2005) , Moll, Louis<br /><ul><li>Film education </li></ul> Bazalgette, BFI, (2000) (2003)<br />
  5. 5. ReadingWriting<br />analytical<br />decode<br />understand<br />analyze<br />navigate<br />functional<br />technical<br />practical operational<br />creative<br />design <br />produce transform<br />participate<br />critical<br />question<br />critique<br />select<br />organize<br />Sigrid Jones – some rights reserved<br />
  6. 6. Multiliteracies Map<br />Meaning Maker<br /><ul><li>meanings
  7. 7. purpose
  8. 8. prior knowledge
  9. 9. multimodal meanings</li></ul>Functional User<br /><ul><li>operating equipment
  10. 10. locating icons
  11. 11. selecting tools
  12. 12. moving between ICT cameras,
  13. 13. videos, computers</li></ul>Critical Analyser<br /><ul><li>discourse analysis
  14. 14. equity
  15. 15. power and position
  16. 16. appropriate mode/ software /hardware</li></ul>Transformer<br /><ul><li>using skills and knowledge
  17. 17. in new ways
  18. 18. designing texts
  19. 19. producing new texts</li></ul>Hill Susan et al. (2004) Mapping Multiliteracies: Children of the New Millennium  <br />
  20. 20. FourinterrelatedRolesof a Reader<br />Code breaker: How do I crack this code?<br />This involves the activities related to the alphabetic code, punctuation, high frequency words<br />and vocabulary.<br />Text user: What is the function and form of this text?<br />Here the text user is involved in activities that help analyse the particular purpose of the text,<br />its form and language features.<br />Meaning maker: How do I comprehend this text?<br />This involves all the activities that focus on comprehending the text, as well as illustrations, to<br />gain knowledge and understanding from the text.<br />Text critic: What does this text want me to feel, do or think?<br />This involves a critical awareness of the intent or purpose of the text.<br />Freebody, P & Luke, A. (1990)<br />Literacies’ programs: Debates and demands in cultural context. Prospect, 5(3), 7–16.<br />
  21. 21.
  22. 22.
  23. 23.
  24. 24.
  25. 25.
  26. 26.
  27. 27.
  28. 28.
  29. 29.
  30. 30.
  31. 31. functionalpractical – technical - operational<br /><ul><li>Drawing and Writing Comics </li></ul>to be able to draw and write comic stips, design panels, grids, frames, speech bubbles, thought bubbles, use movement lines, narration box, use direct and indirect speech, use onomatopoetics, use typography, draw abstracted figures, objects, symbols, use colour, work to specification<br /><ul><li>Operating a Digital Camera</li></ul>to be able to use a camera, viewfinder, zoom, focus, frame images, pay attention to light and shade, background and foreground, use a range of frames and perspectives, transfer images onto the computer<br /><ul><li>Working with ComicLife</li></ul>to be able to import, open and close files, create a layout with panels, use templates, place photos, change size and positioning of photos, use background colour, add text, choose font and font size, export finished product <br />
  32. 32. Comic Life<br /><ul><li>http://plasq.com/ </li></ul> WS XP, Vista or Mac OS X 10.3.9+<br /><ul><li>Comic Life Education - Mac+Win - 14.95 EUR
  33. 33. Comic Life 25 Seat License - Mac+Win - 179.00 EUR
  34. 34. 30 Tage Free Demo</li></li></ul><li>
  35. 35. creative design – transform - participate<br /><ul><li>Adding, completing (images, text)
  36. 36. Transferring, translating (existing narratives, genres, characters)
  37. 37. Planning a production
  38. 38. Story telling (using language and visual design appropriate for narrative), documenting
  39. 39. Using typical comic elements in a creative way
  40. 40. Inventing original ideas
  41. 41. Developing an orientation towards the reader</li></li></ul><li>Themes<br /> Fiction (abstract, fantasy, surreal, ironic, realistic)<br /> Translation (adapting existing narratives, motives, characters)<br /> Documentation (building of shared memoires)<br /> Factual (documentation, presentation)<br /> Dramatisation of concepts<br />
  42. 42.
  43. 43.
  44. 44.
  45. 45.
  46. 46.
  47. 47.
  48. 48. Comic: Zaubern ist Hexensache<br />
  49. 49.
  50. 50.
  51. 51.
  52. 52.
  53. 53.
  54. 54.
  55. 55.
  56. 56.
  57. 57.
  58. 58.
  59. 59.
  60. 60.
  61. 61.
  62. 62.
  63. 63.
  64. 64.
  65. 65. Thank you!<br />sigrid.jones@univie.ac.atsigrid.jones@bikum.atwordandimage.wordpress.com<br />

×