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Reading the World

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Louise Phillips

on 22 August 2017

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Transcript of Reading the World

Reading the world
Dr Louise Phillips
louise.phillips@uq.edu.au
http://louptales.education

What is literacy?
Multiliteracies
Two multi aspects of multiliteracies:

social diversity
– hence we should not focus on the standards of one single standard form of national language, we use different language styles for different contexts
multimodality
- oral, visual, audio, linguistic, spatial, gestural & tactile

Produsing
Today we are much more participatory in literacy practices.
We are no longer passive consumers but users who are active producers = produsers
Smart devices enable greater participation/ interaction.
We can be in electronic games.
We can respond through social media.
We make our own playlists.
Through these platforms we engage in just as much reading as writing.
Facebook is an example of produsing
(see Bruns, A. (2008). Blogs, Wikipedia, Secondlife and beyond: From production to produsage.New York: Peter Lang
http://produsage.org/about)
Literacy is fundamental in education
For
personal enablement
civic-economic participation
social equity (access to education, access to resources)
So we need "a literacies pedagogy for active citizenship, centred on highly literate learners as agents in their own knowledge processes and capable of contributing their own ideas as well as negotiating the differences between one community and the next"
(Kalantzis & Cope, 2012, p.52).
McKendry, J. (2011 - Dec). National Geographic, p. 30
"there is
no single notion of literacy
as a skill which people
possess or not, but multiple literacies." (Richmond, Robinson, & Sachs-Israel, 2008, p. 17)
Literacy scholars recognise that literacy is shaped by the socio-cultural context of
situated
practices.

Texts vary enormously depending on social context
References

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context.
Prospect: Australian Journal of TESOL
, 5(7), 7-16.
Kalantzis, M., & Cope, B. (2012).
Literacies
. Melbourne: Cambridge University Press.
Kalantzis, M. Cope, B. (n.d). New Learning: Transformational designs for pedagogy and assessment. Retrieved from http://newlearningonline.com/literacies
Richmond, M., Robinson, C., & Sachs-Israel, M. (Eds.) (2008).
The global literacy challenge: A profile of youth and adult literacy at the mid-point of the United Nations Literacy Decade 2003 – 2012.
Paris: UNESCO.
UNESCO (2006). Education for all global monitoring report: Literacy for life. Retrieved from http: //unesdoc.unesco.org/images/0014/001416/141639e.pdf
‘Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve his or her goals, develop his or her knowledge and potential and participate fully in community and wider society’ (UNESCO 2005, p. 21).

Literacy in 21st century Australia: the ALEA Declaration
https://www.alea.edu.au/documents/item/1197
Across the last few decades there have been enormous technological shifts in the way people participate in and make meaning. "Meaning is made in ways that are increasingly
multimodal
." (Kalantzis & Cope, 2012, p. 2)

Reflect on the changes in your life time
Reflect on how texts changes across social and cultural contexts that you engage in
Resources
Australian Reading Hour - September 14th
readinghour.org.au
Australian Literacy Educators' Association - https://www.alea.edu.au/publicresources/resources-for-parents-and-community
First five forever - http://first5forever.org.au/tips-for-parents/
Early years count - http://www.earlyyearscount.earlychildhood.qld.gov.au/age-group/0-3/#cat-read-count
Interpretative material compiled by Paul Memmott with Des Sandy, Alex Bond, Ray Kerkhove, Brian Coghill, Aboriginal Environments Research Centre and ISSR, UQ, 1/10/15.
http://www.freeabcsongs.com/mp3/oldmacdonald.mp3
Awareness of characteristics & technologies of texts:
knowledge of the alphabet
directionality of reading
grapheme/ phoneme relationships
understand how parts work individually and in combination
layouts and formats
cracking code of semiotic systems (aural, gestural, spatial, visual & linguistic)
Code-breaking
Use of code breaking resources and prior social, cultural and reading experiences to make meaning of a text
Inferring, generalising, making predictions, sequencing, comparing, classifying, recounting and summarising information from texts and their associated social and cultural experiences in order to make meaning
The processes of comprehension
Understanding and composing meaningful texts
Meaning-making
Awareness of what text is used for here and now
Knowing how to use relevant texts for the social context/ purpose
Knowing how functions of texts shape texts
Awareness of pragmatics of texts

Text usage
Awareness of how texts are shaped by author's position/ perspectives and our own ideological position/s
Texts are never ideologically neutral
Critique the design and discourses (identify stereotypes of gender, race, or class discourses) of texts
Re-design texts to make visible different perspectives
What it means to be socially aware and active citizens
Text analysis

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