Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

NEW LITERACIES

No description
by

Kellie Strong

on 26 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of NEW LITERACIES

Samples of multimodal texts.
There are many different aspects to multiliteracies. They include:
Authenticity
Diversity
Making Connections
Choice, and
Social Justice.
Some aspects of Multiliteracies.
According to Pahl and Rowsell (2005), the multiliteracies pedagogy encompasses four main features;
Situated practice - immersion into meaningful practice - must meet the socio-cultural needs of all learners
Overt instruction - a teachers role is to scaffold learning experiences
Critical framing - Students demonstrate what they have learned through their critical thinking skills and,
Transformed practice - teachers develop new ways for students to demonstrate their understanding. The role of this feature is to ensure students revise what they have learned and, in turn, more critically and more in-depth
Globalisation has brought about a plethora of Discourses within our classrooms
A pedagogy of multiliteracies: the New London Group
A companion blog to Flickr
A potential model for multimodal digital text-making and learning through semi-structured activities (Davies, 2009, p. 37).
Privacy settings are available for restricted access to pupils in a class and possibly their parents
Promoting student engagement, higher levels of critical thinking and reflective practice
Students are not restricted to class time
Blended classroom - combining face to face and online creating a multimodal environment
Social Media: Can it be educational?
James Paul Gee - Making-meaning and Videogames
NEW LITERACIES
IN THE WORLD AND IN THE CLASSROOM
Critical Literacy
New & Emerging Social Practices
Social networking sites aim to:
encourage users to express themselves
encourage collaboration and discussion with others and,
to find answers to questions
Allows students and teachers to connect in new and exciting ways
Enhance student engagement and build better communication skills for students
Improve communication between teachers and students
Davies (2009) is convinced 'that playfulness can lead to productive outcomes in terms of learning and development' (Davies, 2009, p. 32).
On the other hand, Gee (2003) argues 'you have to break or customise the rules for learning to take place' (Davies, 2009, p. 32).
FLICKR.COM

Edmodo in the educational context
Centre for connections with other students, resources, parents and other tools
Effective way for teachers to monitor student progress online
Open social network allowing teachers to communicate
Invitation only social network
No email address required (suitable for primary school students)
IMPLICATIONS FOR CLASSROOM USE...
REFERENCES
Evidently there are major and minor risks involved when using social media in the classroom, especially the use of the popular domains such as Facebook and Twitter.
Nevertheless, are these risks enough to outweigh the potential for opportunity?

Possible distraction in the classroom - particularly twitter and Facebook
Can promote Cyber-bullying - Lederer (2012) states that social media can be 'a weapon for malicious behaviour'
Discourage face to face communication
Informal online activities maybe narrowly focused, unchallenging and repetitive
Sites may be text making specific, targeting a narrow social audience resulting in restricted and repetitive actions
Teachers cannot assume students will immediately understand how to use the software for these practices
Clear expectations and guidelines
Access to technology (computers or iPads) may be limited in the school and/or home environment
Social networking sites include:
Facebook, Twitter, Edmodo, Flickr, Pintrest, Penzu, Moodle, Evernote, Instagram, My Space, Blogster, Skype, Live Journal, YouTube, Tumblr and many many more!
The purpose of these sites vary from mostly social purposes to educational.
Authenticity.
Finding authentic information.
Different multiliteracies are used to gain information including Facebook, Wikipedia, Twitter and Google
Keep authenticity in mind
Wikipedia's information can be changed by anyone
Facebook and Twitter can also have misleading information
All information needs to be sourced carefully
This needs to be taught in classrooms
Having this knowledge can empower all students as they feel able to identify authentic information on their own.
http://zapatopi.net/treeoctopus/
Diversity
Diversity can come in a variety of ways including cultural, economic, gender, language or religious.
Diversity needs to be considered when using multiliteracies.
Not only cultural diversity, but also intellectual, social and physical.
May need to consider various cultural aspects when watching a YouTube clip.
How-to websites need to be reviewed or altered to suit students of different intellectual or physical ability levels.
Using the wrong multiliteracy can lead to hurt feelings.
Always be aware of your class.
Social media: an exciting new world experienced world wide
Why use Flickr in the classroom?
EDMODO
Carr, D. (2013). Edmodo: Social collaboration for Teachers. Retrieved from:
http://www.informationweek.com/mobile/mobile-devices/edmodo-social-collaboration-for-teachers/d/d-id/1109452?

Cumming-Potvin, W. (2009). Social Justice, Pedagogy and Multiliteracies: Developing Communities of Practice for Teacher Education. Australian Journal of Teacher Education, 34(3), pg. 84.

Davies, J. (2009). A Space for Play: Crossing Boundaries and Learning Online. In V. Carrington, & M. Robinson (Eds.), Digital Literacies: Social Learning and Classroom Practices. UKLA, London: SAGE Publications Ltd

Davies, R. (2013). Pros and Cons of Edmodo. Retrieved from: http://rebecca-davies.net/2013/05/22/pros-and-cons-of-edmodo/

Gee, J.P (2003). What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.

Lederer, K. (2012). Pros and Cons of Social Media In the Classroom. Retrieved from: http://campustechnology.com/Articles/2012/01/19/Pros-and-Cons-of-Social-Media-in-the-Classroom.aspx?Page=1

McIntyre, S. (2010). Case Study: Using Flickr as an online classroom. Retrieved from: http://www.academia.edu/613077/Using_Flickr_as_an_online_classroom_-_Case_study

Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. London: Paul Chapman.












Making Connections.
Making Connections between people and texts.
Multiliteracies can be used to make many connections within a classroom.
Can help a class to connect with others.
The use of blogs, live videos, emails, and social media can help students engage and make connections.
This can help students of different backgrounds meet new people.
Meeting new people can help boost their self-esteem
Images can help a student make connections between the text and the meaning behind it
Students from non-English speaking backgrounds would find this helpful when learning to read and write.
Choices.
Both teachers and students need to make choices.
Teachers need to be aware when they make choices to integrate multiliteracies in the classroom.
Their choices need to be considerate of the diversity in the class.
Not only does the content need to be considered but also the type of multiliteracies.
Students also need to be aware of their own choices.
Students need to consider how they use multiliteracies and what content to include.
Students need to be taught to recognise authentic information apposed to unreliable information.
Social Justice.
Social justice is the treatment of all people equally.
When using multiliteracies, we as teachers need to be aware of social justice.
Social justice is including everyone and treating people as equals.
As with diversity, we need to be aware of these aspects when making choices.
Students need to be aware of what social justice is and what it means to treat others as equals.
Some students may find certain images, comics, videos or audios offensive.
Being aware of these differences is needed to ensure that the multiliteracies that are made or viewed are ethical and appropriate for all students and other viewers.
Cognitive steps when breaking down critical literacy (Dewert, 2012)
"Critical literacy is the ability to actively read text in a manner that promotes a deeper understanding of socially constructed concepts.." (Stevens & Bean 2010)
How Significant are Critical Literacies?
Critical literacy aims to show connections that at first glance may be hidden from the viewer. These connections or hidden meanings can include:
The connection between language
Power
Ideology
Incorporating critical literacy in the classroom allows students to;
sharing their likes and dislikes
encourages them to form a better judgement about what they read
and more importantly, to understand that they read
Working on critical literacies allows a student to think independently, situate a text or reading with a certain place, read actively and evaluate for bias.
There are a number of benefits
from using critical literacy (Segal, 2010)
Click on the YouTube link to
find out more!
-->
Important skills students' acquire
in their use of videogames (Gee, 2001)
<--
Reference
Gee, J.P (2003). What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan.
Reference
Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. London: Paul Chapman.
Incorporating Critical Literacies
in Contemporary Literacy Teaching
Critical literacies should be implemented in the classroom in a way that engages their students. This means that a teacher must use variety and interactive formats that will keep their students interested. Effective critical literacy involves the interrogation of texts in relation to the social and cultural texts in which they are produced" (Dowdall, 2011). Here, Dowdall shows us why we need to incorporate critical literacy in a variety of ways to account for different learning types and students from different backgrounds.
One method of incorporating critical literacy is the questionaire created by Luke, Comber & O'Brien, which provides suggested questions that may help to get students thinking about critical literacy and how they might respond to media and texts.
The questions are:
"Who has produced the text? What is their point of view? Who is the intended audience?"
"Why has it been written?"
"How is the material presented? Are there other ways of writing about it?"
"Where is it distributed? Who sells it?
"What is the piece about? What information has been left out?"
"When was the text written and is this significant?"
Here, Luke, Comber & O'Brien are provide a engaging method to incorporate critical literacy in contemporary literacy teaching.
Presentation by...

Kellie Strong
Lachlan Nicol
Meagan Rees
Jemma Longley
Patel, S. (2013).
Critical Literacy, Media Literacy, and the importance of reading. Los Angeles: Travel & Events
Full transcript