Multi literacies Framework
This presentation will summarise and evaluate 10 readings for Assessment 1 - EDX3270 Literacies Education. The readings are based around the importance of a multiliteracy framework with particular focus on the role and importance ICT's plays on literacy learning in our ever changing society.
Annotations
Anstey, M., and Bull, G. (2006). Responding to rapid change: Multiliteracies and ICT. (pp. 17-18) Retrieved from http://www.ansteybull.com.au/upload/journals/Case%20Study%20-%20EQA-2006winter(pg17-18).pdf
Anstey and Bull discuss the whole school response to rapid change of ICT’s and how students master the understanding of the impact these technologies have on social behaviours, culture and communication. The article discusses that to use technology as social and literate practices that teachers need to make changes to their pedagogy and their views of ICT and literacy. For students to be prepared for the future they must engage in a whole school approach, as well as individual and classroom level. There must be a balancing of needs of individuals within the whole school approach. Aspects of the article include needs and current level of understanding of a multiliteracies approach focusing on globalisation, rapid social change, and impact of technology and changing literacy practices so they produce ideal context for introducing school wide focus on ICT.
Beavis, C. (2004). Critical perspectives on curriculum and ICTs. Interactive Educational Multimedia (pp. 77-88). Retrieved from http://greav.ub.edu/Der/index.php/der/article/viewFile/84/171
This article discusses 3 examples of curriculum using commercial computer games (student’s knowledge of these games) as exemplars of Greens 3D model for literacy and technology pedagogy and curriculum. As the 21st century continues to throw new technologies out there many new challenges are arising for teaching and learning. Students are immersed in an information revolution and therefore changing the nature of literacy, towards multiliteracies. Multiliteracies have implications for the curriculum; teaching and the way students work with these new technologies. This article argues for the 3D model, linking literacy and technology. The article stresses the importance of bringing popular culture into the classroom and how it has help to bridge the challenges that exist between technology and literacy. The aim is to link student’s worlds, popular culture and the curriculum in engaging and relevant ways that are meaningful to the students.
Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for Technology’s Sake: Advancing Multiliteracies in the Twenty-First Century. Clearing
House, 82(2), 87-90. Retrieved from http://web.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?sid=4b61cadc-32a0-446d-9a87-665a6b879f3f%40sessionmgr15&vid=4&hid=15.
This article discusses the importance of a multiliterate approach to teaching and the advantages for students and teachers. The article highlights how technology has transformed the environment of text processes and skills associated with new technologies. It discusses how ICT’s can be used to assist with learning conventional
proficiencies. Technology can go hand in hand with literacy learning in different contexts. 3 examples given were connected to constructivist learning, these are
specifically authentic experiences, expanded communication skills and extended audiences. This article highlights for educators the importance and relevance of
ICT’s in literacy learning when they are meticulously assimilated.
Healy, A. (2006). Multiliteracies: Teachers and students at work in new ways with literacies. In R. Campbell & D. Green (Eds). Literacies and Learners. (3rd ed.), (pp. 191-207). Frenchs Forest: Pearson Education Australia.
This article states that for students to be able to participate in society, a digital society, students must merge literacy skills –code breaking with ICT’s, so that students can associate to multimedia texts to build effective communication. Healy believes that for pedagogies to be successful, application is needed of modern literacy practices and technologies. This article is relevant and highlights for educators that as society changes with new advances in technology, texts and how students – society interacts with these texts changes. It is an educators responsibility to move with the times to ensure their students are successful in the future.
Hesterman, S. (2011). Contemporary Issues in Early Childhood. A Contested Space: dialogic intersection of ICT, multiliteracies, and early childhood. (pp. 349-361). Retrieved from http://dx.doi.org/10.2304/cieo.2011.12.4.349
Hesterman discusses the role and importance of multiliteracies and how it is changing literacy teaching in the 21st century. Hesterman discusses specifically the changes that have occurred with the introduction of new ICT’s, impacts on the early years sector of education and their literacy learning. The article highlighted that within the early years if students are given the opportunities within the curriculum to engage in informal, spontaneous and child initiated experiences, then students will be able to express their understanding and learning in unique ways relevant to them. Students are able to engage freely in multimodal media to make meaning of their learning with teachers as support to scaffold their learning.
Hesterman, S. (2011). Australian Journal of Early Childhood. Multilerate Star Warians: The force of popular culture and ICT in early learning. (86-95). Retrieved from http://lq6tx6lb4h.scholar.serialssolutions.com/?
This article outlines how ICT’s can broaden early years multiliteracies experiences. It discusses the integral relationship between early childhood pedagogy, multiliteracies, and metalanguage and multimodal designs of meaning. It also states that when popular culture and ICT’s are integrated into early childhood education it can broaden multiliteracies experiences. The paper is focused around the use of the Early Years Learning Framework document; discussing the pedagogy of multiliteracies, valuing diverse ways of knowing, thinking, doing and being. Students are described as active participants in all matters affecting their lives. Students need to be adequately equipped with the necessary skills to interpret, exchange and generate knowledge in new communication and text environments. The article also discusses the Children’s Star Wars Project; this project outlines how ICT extends children’s interests, Star wars (popular culture) to enrich multiliteracies experiences.
Jones, A. ICT, Language, Media: essential literacies for today. Retrieved from http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00157.pdf
The paper provides 3 classroom activities that have been implemented to bridge the gap of traditional literacy with media literacy, with the use of The New London Group’s multiliteracies pedagogy. The article discusses the impact ICT’s are having on teaching and learning and how these new valuable skills need to be incorporated into students learning to ensure they are successful in not only their learning but in their future in the 21st century. The article gives the summarised lesson plans to show how ICT's were used in different contexts. The aim is to prove that engaging students in multiliteracies can be made meaningful through the use of ICT’s. Learning is changing and ICT’s are to be included in student’s learning if they are to thrive in this technological era.
Tan, L. (2006). Literature Review, Educational Technology Division. Literacy for the 21st Century. (pp. 1-12). Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf
Tan discusses the change of literacies for the 21st century. The paper discusses the traditional role of literacy that was dependent on a particular set of skills that were to be learned by students for them to be literate. With the advent of information and communication technologies the skill set that students require to be literate in the 21st century has changed. New skills such as creativity and innovation are new skills that were once not considered to be important. ICT has also lead to the explosion of multimodal texts which now require students to use their skills to make meaning from these various forms. The article discusses the importance of having multiple literacies within classroom learning that can prepare student for success in the 21st century, in a society that is technologically rich and requires students to be multi literate.
The New London Group (1996) pedagogy of multiliteracies is discussed within the article, outlining their critical aspects, situated practice, overt instruction, critical framing and transformed practice. The article also discusses the Four Resource Model and the role of ICT to build authentic and collaborative learning environments. The articles main focus is that as teachers, and with the new technological era, literacy pedagogy needs to be move beyond competency in reading and writing and more towards the conquering of the many forms of multimodal communication.
Unsworth, L. (2008). Language and Education. Multiliteracies, E-literature and English Teaching, Language and Education. (pp. 62-75). Retrieved from http://dx.doi.org/10.2167/ie726.o
Unsworth discusses the impact ICT’s has had on changing the nature of literacy narratives and the context in which experiences are engaged with. The article outlines ways teachers can use children’s literature to bridge the gap; it discusses pedagogic approaches with children and incorporating digital resources to develop literacy knowledge, awareness and learning. The article outlines 3 frameworks that can be used to develop classroom work with e-literature and online literacy. Organisational framework, Interpretive framework and Pedagogic framework. The articles main focus is to discuss the importance of the infusion between merging literacy practices, children’s engagement in popular culture and established school curricula. The article gives reader ideas for day to day practices that will ensure learning is meeting the different needs of students in the classroom and support students’ engagement with the many new and contemporary forms of literacy narratives.
Yelland, N., Lee, L, O'Rourk, M., & Harrison, C. (2009). Rethinking Pathways to Print Literacy: A Multiliteracies Perspective. Practically Primary, 14(1), 4-6. Retrieved from http://search.informit.com.au.ezproxy.usq.au/fullText;dn=AEIPT
This article discusses how students are at an advantage from having a multiliteracies approach and the substance of ICT’s within the classroom. With the use of ICT’s a teacher’s responsibility is to ensure that they support, motivate and engage students in new technologies that build their knowledge and skills. The article outlines a case study where students engaged in using ICT’s based on their own interests that enhances students literacy education. The author provides evidence that technologies can be used to enhance, support and provide growth for students literacy skills.
Anstey and Bull discuss the whole school response to rapid change of ICT’s and how students master the understanding of the impact these technologies have on social behaviours, culture and communication. The article discusses that to use technology as social and literate practices that teachers need to make changes to their pedagogy and their views of ICT and literacy. For students to be prepared for the future they must engage in a whole school approach, as well as individual and classroom level. There must be a balancing of needs of individuals within the whole school approach. Aspects of the article include needs and current level of understanding of a multiliteracies approach focusing on globalisation, rapid social change, and impact of technology and changing literacy practices so they produce ideal context for introducing school wide focus on ICT.
Beavis, C. (2004). Critical perspectives on curriculum and ICTs. Interactive Educational Multimedia (pp. 77-88). Retrieved from http://greav.ub.edu/Der/index.php/der/article/viewFile/84/171
This article discusses 3 examples of curriculum using commercial computer games (student’s knowledge of these games) as exemplars of Greens 3D model for literacy and technology pedagogy and curriculum. As the 21st century continues to throw new technologies out there many new challenges are arising for teaching and learning. Students are immersed in an information revolution and therefore changing the nature of literacy, towards multiliteracies. Multiliteracies have implications for the curriculum; teaching and the way students work with these new technologies. This article argues for the 3D model, linking literacy and technology. The article stresses the importance of bringing popular culture into the classroom and how it has help to bridge the challenges that exist between technology and literacy. The aim is to link student’s worlds, popular culture and the curriculum in engaging and relevant ways that are meaningful to the students.
Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for Technology’s Sake: Advancing Multiliteracies in the Twenty-First Century. Clearing
House, 82(2), 87-90. Retrieved from http://web.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?sid=4b61cadc-32a0-446d-9a87-665a6b879f3f%40sessionmgr15&vid=4&hid=15.
This article discusses the importance of a multiliterate approach to teaching and the advantages for students and teachers. The article highlights how technology has transformed the environment of text processes and skills associated with new technologies. It discusses how ICT’s can be used to assist with learning conventional
proficiencies. Technology can go hand in hand with literacy learning in different contexts. 3 examples given were connected to constructivist learning, these are
specifically authentic experiences, expanded communication skills and extended audiences. This article highlights for educators the importance and relevance of
ICT’s in literacy learning when they are meticulously assimilated.
Healy, A. (2006). Multiliteracies: Teachers and students at work in new ways with literacies. In R. Campbell & D. Green (Eds). Literacies and Learners. (3rd ed.), (pp. 191-207). Frenchs Forest: Pearson Education Australia.
This article states that for students to be able to participate in society, a digital society, students must merge literacy skills –code breaking with ICT’s, so that students can associate to multimedia texts to build effective communication. Healy believes that for pedagogies to be successful, application is needed of modern literacy practices and technologies. This article is relevant and highlights for educators that as society changes with new advances in technology, texts and how students – society interacts with these texts changes. It is an educators responsibility to move with the times to ensure their students are successful in the future.
Hesterman, S. (2011). Contemporary Issues in Early Childhood. A Contested Space: dialogic intersection of ICT, multiliteracies, and early childhood. (pp. 349-361). Retrieved from http://dx.doi.org/10.2304/cieo.2011.12.4.349
Hesterman discusses the role and importance of multiliteracies and how it is changing literacy teaching in the 21st century. Hesterman discusses specifically the changes that have occurred with the introduction of new ICT’s, impacts on the early years sector of education and their literacy learning. The article highlighted that within the early years if students are given the opportunities within the curriculum to engage in informal, spontaneous and child initiated experiences, then students will be able to express their understanding and learning in unique ways relevant to them. Students are able to engage freely in multimodal media to make meaning of their learning with teachers as support to scaffold their learning.
Hesterman, S. (2011). Australian Journal of Early Childhood. Multilerate Star Warians: The force of popular culture and ICT in early learning. (86-95). Retrieved from http://lq6tx6lb4h.scholar.serialssolutions.com/?
This article outlines how ICT’s can broaden early years multiliteracies experiences. It discusses the integral relationship between early childhood pedagogy, multiliteracies, and metalanguage and multimodal designs of meaning. It also states that when popular culture and ICT’s are integrated into early childhood education it can broaden multiliteracies experiences. The paper is focused around the use of the Early Years Learning Framework document; discussing the pedagogy of multiliteracies, valuing diverse ways of knowing, thinking, doing and being. Students are described as active participants in all matters affecting their lives. Students need to be adequately equipped with the necessary skills to interpret, exchange and generate knowledge in new communication and text environments. The article also discusses the Children’s Star Wars Project; this project outlines how ICT extends children’s interests, Star wars (popular culture) to enrich multiliteracies experiences.
Jones, A. ICT, Language, Media: essential literacies for today. Retrieved from http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00157.pdf
The paper provides 3 classroom activities that have been implemented to bridge the gap of traditional literacy with media literacy, with the use of The New London Group’s multiliteracies pedagogy. The article discusses the impact ICT’s are having on teaching and learning and how these new valuable skills need to be incorporated into students learning to ensure they are successful in not only their learning but in their future in the 21st century. The article gives the summarised lesson plans to show how ICT's were used in different contexts. The aim is to prove that engaging students in multiliteracies can be made meaningful through the use of ICT’s. Learning is changing and ICT’s are to be included in student’s learning if they are to thrive in this technological era.
Tan, L. (2006). Literature Review, Educational Technology Division. Literacy for the 21st Century. (pp. 1-12). Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf
Tan discusses the change of literacies for the 21st century. The paper discusses the traditional role of literacy that was dependent on a particular set of skills that were to be learned by students for them to be literate. With the advent of information and communication technologies the skill set that students require to be literate in the 21st century has changed. New skills such as creativity and innovation are new skills that were once not considered to be important. ICT has also lead to the explosion of multimodal texts which now require students to use their skills to make meaning from these various forms. The article discusses the importance of having multiple literacies within classroom learning that can prepare student for success in the 21st century, in a society that is technologically rich and requires students to be multi literate.
The New London Group (1996) pedagogy of multiliteracies is discussed within the article, outlining their critical aspects, situated practice, overt instruction, critical framing and transformed practice. The article also discusses the Four Resource Model and the role of ICT to build authentic and collaborative learning environments. The articles main focus is that as teachers, and with the new technological era, literacy pedagogy needs to be move beyond competency in reading and writing and more towards the conquering of the many forms of multimodal communication.
Unsworth, L. (2008). Language and Education. Multiliteracies, E-literature and English Teaching, Language and Education. (pp. 62-75). Retrieved from http://dx.doi.org/10.2167/ie726.o
Unsworth discusses the impact ICT’s has had on changing the nature of literacy narratives and the context in which experiences are engaged with. The article outlines ways teachers can use children’s literature to bridge the gap; it discusses pedagogic approaches with children and incorporating digital resources to develop literacy knowledge, awareness and learning. The article outlines 3 frameworks that can be used to develop classroom work with e-literature and online literacy. Organisational framework, Interpretive framework and Pedagogic framework. The articles main focus is to discuss the importance of the infusion between merging literacy practices, children’s engagement in popular culture and established school curricula. The article gives reader ideas for day to day practices that will ensure learning is meeting the different needs of students in the classroom and support students’ engagement with the many new and contemporary forms of literacy narratives.
Yelland, N., Lee, L, O'Rourk, M., & Harrison, C. (2009). Rethinking Pathways to Print Literacy: A Multiliteracies Perspective. Practically Primary, 14(1), 4-6. Retrieved from http://search.informit.com.au.ezproxy.usq.au/fullText;dn=AEIPT
This article discusses how students are at an advantage from having a multiliteracies approach and the substance of ICT’s within the classroom. With the use of ICT’s a teacher’s responsibility is to ensure that they support, motivate and engage students in new technologies that build their knowledge and skills. The article outlines a case study where students engaged in using ICT’s based on their own interests that enhances students literacy education. The author provides evidence that technologies can be used to enhance, support and provide growth for students literacy skills.