3. Going Deeper
Why this now for them?
In other words, why use Bitstrips and Storyline at this
time for this group of students?
4. Why this? Now? For them?
Bitstrips is appropriate app for developing persuasive
argument
Common Core stresses argument – pressure from
school district
Cartoon strip fit short time frame for project but still fit
persuasive argument
Suitable for grade 5/6
Provided both engagement and support
5. Scaffolding Instruction
Studied persuasive strategies with students
Watched television commercials – connected to
students’ lives
Brainstormed possible topics
Students worked collaboratively to gain background
knowledge on issue
“Persuasion Map” graphic organizer
6. Literacy
What does it mean to be literate in the 21st. Century?
7. Malala
Print text of Malala’s speech to the UN
YouTube clip of address to United Nations, July, 2013
Zen Pencil version of Malala’s story
Online petition
E-book: Every day is Malala Day
9. Global Literacy
The student’s ability to connect people, places,
problems, and possibilities
Investigate the world
Recognize perspectives
Communicate ideas
Take action
http://explore.tandfonline.com/page/ah/literacy-day
(wide selection of articles on Global Literacy
available free until Oct. 10)
11. Malala at UN: July, 2013
https://www.youtube.com/watch?v=3rNhZu3ttIU
As you watch, fill in viewing sheet
Group adds to its definition of literacy
12. In addition to reading &
writing
Visual Literacy
Media Literacy
13. Literacy is about more than reading and
writing – it is about how we communicate
in society. It is about social practices and
relationships, about knowledge, language
and culture. Literacy ... finds its place in
our lives alongside other ways of
communicating. Indeed, literacy itself takes
many forms: on paper, on the computer
screen, on TV, on posters and signs.
Those who use literacy take it for granted –
but those who cannot use it are excluded
from much communication in today’s world.
Indeed, it is the excluded who can best
appreciate the notion of “literacy as
freedom”.
(UNESCO, Statement for the United
Nations Literacy Decade, 2003–2012;
italics added)
14. Consider…
How might you feel about Malala’s UN address if you
were a member of the Taliban or a government official
in Pakistan?
15. Critical Literacy
All texts are constructions
All texts contain belief and value messages
Each person interprets messages differently
Texts serve different interests
Each medium develops its own “language” in order to
position readers/viewers in certain ways
17. Aspects of Literacy
Reading
Writing
Listening
Viewing
Representing
Thinking critically about ideas
18. New Literacies
Digital Literacy
Media Literacy
Global Literacy
Jacobs, H. (2014). Leading the New Literacies
19. Digital Literacy
Finding resources via keyboarding, voice, and touch
technologies
Locating the appropriate application, tool, or website to
match problem at hand
Tagging and organizing source material for efficient
reference
Rendering new solutions as seen in an original app
design or software platform
20. Media Literacy
Receptive:
Critical analysis of information and storytelling media
modalities
Generative:
Use media to express informational and narrative
perspectives
21. Modern Literacy
Modern literacy is about the evolution from traditional
reading, writing, listening, and speaking to using
multiple types of print and digital media, online
communication, and collaborative structures to enable
depth in learning and knowledge for the sake of sharing
ideas and communicating in a global society. With
modern literacy, students receive and express
communication beyond the narrow use of traditional
print.
Tribuzzi & Fisher, 2014. Leading the New Literacies, p. 25
22. The Ontario Curriculum:
Grades 1-8 - Language
http://www.edu.gov.on.ca/eng/curriculum/elementary/la
nguage18currb.pdf
Launched in 2006
25. Curriculum expectations
are mandatory.
Overall expectations
Describe in general terms
the knowledge and skills
students are expected to
achieve by the end of each
grade
Specific expectations
Describe the expected
knowledge and skills in
greater detail often with
specific examples
25
26. Writing
1. Generate, gather,
and organize ideas and
information to write for
an intended purpose
and audience
3. Use editing, proofreading,
and publishing skills and
strategies, and knowledge of
language conventions, to
correct errors, refine
expression, and present their
work effectively
2. Draft and revise their
writing, using a variety of
informational, literary, and
graphic forms and stylistic
elements appropriate for
the purpose and audience
4. Reflect on and identify
their strengths as writers,
areas for improvement, and
the strategies they found
most helpful at different
stages in the writing
process
28. Infographic
Information to be found in Sakai:
Syllabus Folder
Evaluation Component of 8P20
Assessment tool
29. Infographic:
Each teacher candidate will create an
infographic that represents key messages
related to either the Oral Language or
Media Studies strand of the Language
curriculum. Your infographic must be
comprehensive and include pertinent
references to ministry documents, how the
strand fits into the literacy program,
connections to assessment, instructional
strategies, cross-curricular applications,
differentiated instruction, etc.
Marks for Infographic: 20%
Due: Nov. 11/12
See Appendix B for assessment tool
Editor's Notes
Read text of speech independently
Read text of UN speech silently; view address (with viewing guide – discuss; read Taliban response – discuss
Refer to supplementary pages in course readings
Distribute newspaper coverage of her remarks – backlash from Taliban
Add to literacy definitions
Reflect on what aspects of literacy we have addressed in this class: Reading (text of Malala’s speech etc.); Writing (memoir etc.), Listening (to me! + YouTube); Viewing (YouTube clip; Gami); Representing (Tellagami); Thinking critically (Malala’s speech – text vs YouTube; newspaper articles).
