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Group 4A Literacy in Society

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by

Darcy Barber

on 2 March 2014

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Transcript of Group 4A Literacy in Society

The Tomato Trials and Tribulations
Group 4A Literacy in Society
Spring 2014
Elise, Libby,
Christine, & Darcy


Use of Technology
Podcast:
Broadcast yourself to share with the world!
A Picture is Worth a Thousand Words...
1.
Using photographs as a tool for critical literacy
Sustained Learning
1. Activities and curriculum come from the children and what
they
view as important in their lives
4. Issues of social justice and equity arise from conditions within the community
5. Inclusion of languages
7. producing an end result
2. reshape traditional curriculum
3. cross functional work
6. critical analysis of text
2.
Perspectives - Socially constructed from particular points of view.
3.
Texts are mediated through discourses; ways of being, doing, thinking, and acting.
4.
Photographs
can be used as a vehicle for self-expression. Taking pictures and writing about them are ways to bring students' lives into the classroom in a meaningful way.
5.
Reading Images...
begin by supplying students with different photographs from magazines, advertisements, newspapers, and personal photos

Instruct the students to think about why the picture was taken. Zoom in on facial expressions and setting.

Letting students analyze photos allows for observation and conversation skills to provide interpretation, which everyone brings their own experiences to their thinking

Perspective and Positioning...
divide photographs into quadrants and concentrate on a particular part of the details in the photo. Not everyone interprets a photo in the same way and this leads to discussions about perspective and positioning.
6.
Images and words come together..
Photographs provide a powerful motivation to write. Whether it's a poem or writing of their own.

7.
Here’s a powerful example of a poem-photo combination that can inspire unlimited possibilities for writing.
Skateboarding
Sometimes I glide, soar, weave
Duck under heavy, mournful branches
Decorated in fragile autumn leaves
Like so many brilliant orange faeries
Until I reach my destination:
An abandoned bridge to read under,
A coffee shop or candy shop,
Or just an empty lot to carve across
Sometimes I skate
As fast as I possibly can
Until the world blurs into a colorful blend
Of distractions, possibilities, ideas.
Until day turns to night,
Sunsets sparkle across the horizon like
Vivid necklaces of pink and red.
Until I lose track of time,
Lose track of myself.
Sometimes I skate.

"What about Antarctica?", one student inquired as he noticed that it wasn't on the ClustrMap*. The students felt this was a huge injustice. This prompted questioning and action among the students. They were greatly worried that people in Antarctica either weren't being represented on the map or didn't have access to the podcast.
Considering Access, Audience,
and Equality:
"What about Antarctica?"
That's better! :-)
Students have a built in audience and authentic motivation for creating podcasts.
Creating podcasts involves student collaboration, using technology, writing for a purpose, reading fluency practice, and confidence-building!
The students in Vivian's 2nd grade class created 100%Kids, a podcast in which they talked about topics of interest and concerns, such as raising advocating for a field trip and subsequent actions to raise money, as well as environmental concerns like global warming, and other topics they were studying in class.
The students decided to record portions of the podcasts in Spanish, as they'd pointed out, "Our families don't understand English." They wanted their podcast to be accessible to as many people as possible!
Some podcasts included jokes in a section called "Jokey Joke Joke".
You should be listening to these Podcasts:
http://www.theverge.com/2013/8/4/4557106/verge-favorites-podcasts
Want to create your own podcast or one with your students?
How to podcast
How to make it "sticky" (or popular!)
*A ClustrMap shows real time locations of website viewers. It's also a great way to include geography across the curriculum. For more information, check out:
http://www.clustrmaps.com/
-Technology not only can be used as a tool for information gathering but as a tool for engaging in the analysis of those informational texts
1.
Brainstorm/Research
all the different ways to plant tomatoes
2.
Researched
what type of tomato plant would grow best depending on how and where they plant it
3.
Curiosity sparks when..
advertisement is seen for Topsy Turvey tomato planter
4.
Seeing
ad on TV vs. Internet, Color vs. Black and White, Man vs. Woman's work
5. Children engage in
reenactments
6.
Analyze
text and images
7.
Web based inquiry tools:
-Tagxedo/Word Clouds
-YouTube
-Wordle
8. Engaging in
cross-curricular work
"New technology tools are transforming our thinking, interactions, and lives" -Baildon and Damico p.g. 53
Watch the Commercial for Yourself!
What is a podcast, anyway?
Types:
audio
video
enhanced
podcast
word origin:
-combination of iPod and broadcast
http://www.bazmakaz.com/100kids/
Full transcript