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Developing Old and New Literacies through Working with Comics in the Primary Classroom
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UKLA 2011, Chester

UKLA 2011, Chester
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Developing Old and New Literacies through Working with Comics in the Primary Classroom Presentation Transcript

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