ICT texts 1 Learning and teaching through ICT texts East Riding of Yorkshire Conference November...

ICT texts 1

Learning and teachingthrough ICT texts

East Riding of Yorkshire

Conference

November 2004Gordon Askew

Regional Director (ICT)

ICT texts 2

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mode: writing

medium: print (book)

pre-sequenced (linear)

left to right, top to bottom

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mode: picture (image)

medium: canvas (screen)

non-sequenced (non-linear)

eye ‘roving’ for information

building a ‘picture’

radial reading

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writing ‘imitating’ image

non-sequenced (non-linear)

‘roving’ for information

building a ‘picture’

radial reading

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interactive textmode: mixed (but more akin to image than writing)

medium: screen

non-sequenced

‘roving’ for information; building a ‘picture’

radial reading

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The reading of on-screen text

• engages the reader in a very active (dynamic) way

• requires the ‘orchestration’ of information from non-linear, multi-modal sources

• facilitates focus on some key aspects of text (sequence and structure, author/character perspective, etc.)

• extends reading into the ‘new literacy’ of the ICT medium

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Interactive text as a writing frame:

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Using multimedia:

Combining digital images with writing

Using sound and image

Orchestrating writing with digital video

Combining multimedia with non-linear text creation

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From an on-screen template

. . . . .

to a creative text

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The creation of on-screen text • brings the content and structure of writing

into a new and very dynamic relationship• involves strong elements of design as well as

language and style considerations• requires particularly careful consideration of

the potential readers, and how and why they will access the content

• extends writing into the ‘new literacy’ of the ICT medium, facilitating multi-modal communication

• encourages creative thinking and learning (making/exploring connections)

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“We must challenge and re-define teachers’ perceptions of ‘texts’. We live in a multimedia world where we experience different kinds of text every day. We need to reflect this in the English curriculum. Teachers should take account of the breadth and nature of pupils’ reading and the consequent text ‘models’ available to them.”

Visually Speaking: Essex Writing Project 2003