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Language, literacy & learning

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Elizabeth Sofatzis

on 10 May 2013

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Transcript of Language, literacy & learning

Week 9 Language, Literacy and Learning Self-efficacy & motivation “The potency of one’s beliefs about the self is phenomenal”
(Alvermann, 2002, p. 191) Participatory approaches
to instruction Summary
-Self-efficacy and engagement
-Demands of Academic Literacy
-Struggling Readers and their needs
-Critical Literacy
-Participatory Approaches to Instruction Hypermedia = hypertext + multimedia
“the links that readers simultaneously make between computer windows and a mix of media texts, such as sounds, images, words, movies, and the like.” (Alvermann, 2002, p. 199) Bloom's Digital Taxonomy Alvermann, D. E. (2002).
Effective Literacy Instruction for Adolescents. Journal of Literacy Research 34(2), 189–208. Struggling
Readers Critical
Literacy Participatory
Instruction Literacy More than reading
& writing. Must be redefined for the 'net generation'. Academic literacy
computer, visual,
graphic, scientific
literacy Self-efficacy
& engagement Two examples of
technology environments
that scaffold and engage. Demands of
Academic Literacy Intrinsic reading motivation decreases
as students move from primary school
to high school. Why? Research points to differences in instructional practices. Methods that can help: Clear goals for comprehension tasks
Feedback that includes useful strategies for future learning
Technology environments that scaffold and heighten students’ motivation
Supplementing textbook information
Social interaction, with peers or more knowledgeable others. The demands of academic literacy revolve around the need to develop student’s abilities to comprehend, discuss, study and write about various forms of text. Strategies for the struggling reader:

Draw on prior knowledge, e.g. school / home experiences
Intersect conversational and academic language Student-centered Examples:
-Room structures for peer interaction-Scaffolded instruction-Personal reading goals & problem solving strategies -Comprehension monitoring
-Cooperative learning
-Using graphic and semantic organisers
-Answering questions
-Generating questions
-Using text structure
-Summarising Critically viewing how individuals construct texts and how they operate

Being aware of the author's intentions and the text's context NRP - 7 types Comprehension Strategies Applying Critical Literacy to Hypermedia: -Motivating students in exploring assumptions made by the creators to be operating under while constructing their messages

-Encouraging multiple readings of the same text from different perspectives (from different political and social positions) Convincing students that you care about them and want them to learn develops feelings of competence and self worth.
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