Reading 1Poulter, S. (2008, Jan 11). Smarter games dumber children, The Courier-Mail, 12. In this journal article Sean Poulter discusses possible impacts caused towards children from the use of computer games. The article explains the causes and concerns from such use of technology before the age of seven years focusing on the lack of learning learnt from these technology devices. Throughout the article several different contrasts were discussed as to why we should or shouldn’t be worried about the impact of change caused from technology in today’s world.
Reading 2 Has txt kild the ritn wd. (2007, Oct 02), The Age, 1-2. This article describes the impact computer and phone technologies are having on the English language and how quickly the text messaging language is taking over from traditional English language. The article looks at social communication issues also being imposed upon, as society prefers the use of the emotional indifference of a written text message as opposed to face to face communications. The article then talks about the use of ‘emoticons’ replacing genuine emotions, and how they are making it easier for society to avoid difficult situations, by keeping conversations short and brief. Noting that not only is text messaging taking over social and written communication, it is also appearing in spoken English. The article then linked this technological change to Shakespeare and the impact his own language had on the English language, demonstrating how easily ‘text language’ can be persuaded on today’s English language.
Reading 3Education Queensland (2000). Literate futures : report of the literacy review for Queensland state schools (pp. 7-13). Brisbane, QLD: Department of Education. This article talks about effective literacy teaching and the importance of teaching pedagogies, focusing on the connection it has in relation to the world and the many different cultures it’s made up of. It discusses the changes technology has caused towards literacy education and the importance of children being able to read and interpret print multimedia, as it is essential for survival in a society made up of many multiliteracies challenges. The article then focuses on the importance of education systems following a productive and modern approach to literacy by ensuring teachers maintain their commitment to traditional language while learning to adapt to a blended technology.
Reading 4Healy, A. (2008). Expanding Student Capacities: Learning by Design Pedagogy. In Healy, A. (Ed.).Multiliteracies and diversity in education: New pedagogies for expanding landscapes (pp. 2-29). South Melbourne, Vic: Oxford University Press. This chapter discusses how change is impacted from the force of literacy transformation, as text forms emerge more and more within the educational system. Chapter one mentions the significant role the environment can impact on individual learning styles and required learning outcomes, as children do have different learning abilities and interpret educational information in different ways on what children want to learn and what is learnt, believing different learning abilities and information are processed as children learn in many different ways. The learning by design element is also focused upon, discussing how its pedagogies work collaboratively to acquire both knowledge acquisition and text production within the learning environment. Noting pedagogies require the ability to change as students are given the ability to lead their own learning. The important relationship between Reading and text is focused upon as multiliteracies shift together to meet the ever changing world we face today.
Reading 5Henderson, R. (2004). Recognising difference : One of the challenges of using a multiliteracies approach?. Practically Primary, 9 (2), 11-14. Retrieved from A+ Education database. This article discussed The New London Group and how relevant and important it is that the learning processes recruit with the background and socio ergonomic changes with students rather than ignore or remove them. The article focused on the importance of teachers being aware of student differences and strengths, making them visible in the literacy learning. Robyn refers to a lens analogy to break down a teacher’s view of a child, as she believes teachers choose their own view of learning taking place, rather than accommodating for difference which is often overlooked and difficult to recognise. The article talks about the Multiliteracies approach and how easily it can be incorporated into the lens analogy, allowing teachers to view literacy learning as its broad socio cultural learning context.
Reading 6100 Children turn 10(year) Volume number 1, Commonwealth Department of education Science and Training. (Australia). This study observed children over a five year period, starting with the year before school commenced and continued on into the first four years of school. The report looks into methodological issues impacting literacy learning in schools through case studies conducted on students from a variety of different socio cultural diverse community contexts, prompting teachers to ensure an open mind with multiple lenses for both the home and school environment of students. Four major findings were noted and observed as a result of this study including substantial growth in literacy, students choosing their own learning and developing at different stages of development, the impact home life and communities have on literacy development and most importantly that teaching makes a difference.
Reading 7Literacy Learning and Technology – Curriculum K-12 (2010) Department of Education and Training (NSW). Retrieved from http://http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/tech_lit_learn.pdf
This report briefly explained the importance of literacy skills in the twenty first century as they allow students to exchange socially their different networks from different socio economic communications; building on foundational literacy’s to ensure students adjust to the ever changing global culture. The four literacy resources model was focussed upon for its effective teaching of multiliteracies learning in the classroom. Practices and change required for an effective learning curriculum were discussed to ensure students embrace pedagogical and technological change as smoothly as possible.
Reading 8Garner, H. (2008). The End of Literacy? Don't Stop Reading, page numbers 1-3. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2008/02/15/AR20080215028.
This article depicts future possibilities caused by technological change. Plato was referred to in this article as he raised similar concerns for written language, and the effects the ever changing internet could have on human memory capabilities. Similarities between past mediums of communication methods and the multiliteracies of today were discussed along with the negative criticism impacted. Gardner noted that although digital media plays a major role in today’s literacy, reading and writing will remain as it is essential to gain attention from others in society.
Reading 9Waller, M. (2009) ‘Multiliteracies and meaningful learning contexts in the primary classroom’ Proceedings of the 45th United Kingdom Literacy Association International Conference – Making Connections: Building Literate Communities in and Beyond Classrooms, 10th – 12th July 2009, London: University of Greenwich. Multiliteracies pedagogies are discussed as being a positive distinct learning experience that comply learning without the use of a generalised learning approach. The article reflects on a year long journey that was undertaken to establish multiliteracies into the curriculum, by working with multiple modes of communication methods. The journey finished by establishing a multiliteracies learning pedagogy incorporated with a critical literacy approach, resulting in an overall successful focus on literacy as a critical practice in the classroom.
Reading 10In brief. (2011). Educational Opportunities and Challenges. Retrieved from http://multiliteracies101.weebly.com/educational-opportunities-and-challenges.html This article pin points the change of globalisation and how important it is for citizens to adapt to multiliteracies changes in today’s society in order to achieve. This article recognises that Multiliteracies will not however replace traditional literacy, but simply adopt as its importance is so high. The article discusses the importance multiliteracies has on teaching multiculturalism in the classroom, focussing on the New London Group as its multiliteracies pedagogy provide opportunities for students to understand global cultures within a classroom environment. Three common forms of literacy’s were discussed, recognition, reproduction and reflection literacy focussing mostly on critical literacy and its challenges associated with multiliteracies.