Literacy presentation 2
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This document discusses how teachers can increase engagement and improve student outcomes in literacy by creating a multiliteracy environment in the classroom. It suggests that teachers reflect current pedagogy on multiliteracies by ensuring their classrooms acknowledge that texts can be paper-based, electronic or live and comprise multiple semiotic systems. Recognizing that texts can have different meanings and formats can help increase student engagement and improve literacy outcomes.
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- 1. Increasing Engagement and Improving Outcomes 1. What does it mean to be a teacher of Literacy now and why should I bother about creating an environment of multiliteracy in my classroom? 2. How can I ensure that my classroom reflects current pedagogy surroundingMultiliteracies? 3. How can I increase engagement and improve student outcomes?
- 2. What is a text??
- 3. A text may … Be paper, electronic or live Comprise one or more semiotic systems (linguistic, visual, auditory, gestural and spatial) Consciously constructed Have a meaning which is actively constructed Have several possible meanings Be linear or non-linear Be constructed using intertextuality Anstey and Bull, 2006
Editor's Notes
- Discuss – how do we define ‘text’.
- This is the definition of text that is generally accepted in a academic circles today as one that reflects the society in which we live. In 2008, Healy added to this a trip to the dentist, or the supermarket and if we think in those terms, we can see that texts are what make up the world around us. Developing the literacy skills of our students means preparing them to interact with that world. How well are we doing it in our classrooms. Brief whole group discussion. What, then, is the implication for technology?