Literature in a Digital Environment

7/27/2019 Literature in a Digital Environment

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Multimodal

and DigitalLiteracy

Syllabus Bites - Creating digital and multimodal texts - Overview

Liz Calf 20131
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/14117/


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Stage StatementsBy the end of:

Early Stage 1

recognise, discuss andrespond to the differentkinds and purposes ofvarious written, visualand digital texts from avariety of cultures

explore the use ofdigital technologies toconstruct a variety ofmultimodal texts

Stage 1

read, interpret anddiscuss texts from avariety of cultures,including visual andmultimodal texts, using arange of skills andstrategies

use digital technologiesto produce texts,recognising simpleconventions, languageand functions

Liz Calf 2013

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Stage Statements

By the end of:

Stage 2 integrate a range of skills

and strategies efficientlywhenreading, interpreting,analysing and evaluatingtexts and visual images

explorethe structural andgrammatical features andpurposes for a range of

written, visual andmultimodal texts develop digital publishing

skills

Stage 3 independently read and view a

range ofcomplex texts and visualimages using a comprehensiverange of skills and strategies

identify text structure of a rangeof complex texts and explore howgrammatical features work toinfluence an audience'sunderstanding of written, visual,media and multimodal texts

create well-structured and well-presented written and multimodalimaginative, informative and

persuasive texts for a wide rangeof purposes and audiences develop a fluent writing style and

employ digital technology topresent written texts effectively ina variety of ways for differentpurposes and audiencesLiz Calf 2013

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Stage StatementsBy the end of:

Stage 4

Shape meaning bydrawing on a wideningrepertoire of languagechoices

Experiment with formand language indifferent modes andtechnologies toproduce various typesof texts for specificpurposes

Handout

(See Syllabus resources: Using Digitaland Multimodal textsoverviewcontent K-6)

http://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdf

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http://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdfhttp://www.tale.edu.au/tale/live/teachers/shared/BC/syllabus-links-table.pdf


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text latin texusmeaning tissue andtexere meaningweave.

Weaving a tissue ofmeaning

-appropriate metaphor

-weaving togethercombinations of signs

and symbols in a designthat conveys meaning

Multimodal textsmeaning iscommunicatedthrough a

synchronisation ofmodes, more thanone semiotic system

Text is written,electronic or live

Digital/Multimodal

TextsBull, G & Anstey, M. Evolving

Pedagogies. Curriculum Press.

2010

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New types of textsrequire different

conceptualisationsand a differentway of thinking

schools foster thelogic of writing

contemporarychildrens lifeexperiences aregrounded in thelogic of the

image and thelogic of thescreen. Kress andBearne (2001)

Digital/Multimodal

TextsM Walsh ACU 2006

(See Syllabus resources:

Using Digital and Multimodaltexts K-6 p3)

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Change is the newconstant and this

impacts on literacy literacy (reading

writing, listeningspeaking) includesdigital technology,sound, music, wordsand still and moving

images texts students

produce andconsume(read)require processingseveral modes

simultaneously inorder to makemeaning

Bull, G & Anstey, M. Teaching

and Learning Multiliteracies.

Curriculum Press. 2006

Digital/Multimodal

Texts

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TEXT VARIETY WRITTEN TEXT VISUAL TEXT Poster,picture book

WEB SITE or APP FILM new modes

presentation

media text in

video, film, TV multimodal

(aural, oral,

visual)

nonlinear blocks

of information

linked to form

hypertexts andhybrid texts

combinations of

texts or texts that

borrow from one

another

texts that

originate from

different social orcultural groups

unfiltered texts

may be neither

authentic or

credible

Reading is linear

Reader has

control over how

much is read

Reader has to

follow the linear

structure to get

meaning

Choice to keep

reading or not

Meaning is made

by interpretation

of visuals and

written text

Not necessarily

linear

Reader/viewer

has choice as to

where they focus

their attention

Reader/viewer

needs to be

competent in

skimming and

scanning. Text

often in pieces or

snippets

Not necessarily

linear.

Autonomous

navigation reader/viewer

has choice and

responsibility to

navigate to the

correct page

sound can be

option or

standard reader/viewer

may have to

process

information from

three modes

Clip linear but

may be cut into

shorter clips and

jump between

scenes

Viewer needs to

understand

conventions and

techniques that

show progression

of time andplace

Viewer has

choice to stop

and start and

replay

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Digitalweb based,ebook, video based

Traditional re-presented,original digital, hybrid

So What? doesthis mean for

teachers?More than ever teachers andstudents need to bediscriminating in their choice oftexts as digital creation softwareenables anyone to createanything. L McDonald 2013

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Stage by Stage

Step by Step

The continual (internal)conversation of readingmultimodal text:

What do I focus on?What do I ignore?What can I use to understandit?How is the whole text comingtogether to make meaning?(Bull & Anstey 2010)

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Traditional LiteratureRe-Presented Digitally ICDL - International Children's

Digital Library

http://www.abc.net.au/abcf

orkids/

Kids Stories, Songs, Games,

Videos & EducationalActivities | Speakaboos

Magic dogs of the volcanoes = Los perros mgicos de los volcanesLiz Calf 2013

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http://en.childrenslibrary.org/http://en.childrenslibrary.org/http://www.abc.net.au/abcforkids/http://www.abc.net.au/abcforkids/http://www.speakaboos.com/http://www.speakaboos.com/http://www.speakaboos.com/http://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=argmgcd_00030004&pnum1=8&pnum2=9&twoPage=true&route=simple_0_0_0_English_0&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.speakaboos.com/http://www.speakaboos.com/http://www.speakaboos.com/http://www.speakaboos.com/http://www.abc.net.au/abcforkids/http://www.abc.net.au/abcforkids/http://www.abc.net.au/abcforkids/http://en.childrenslibrary.org/http://en.childrenslibrary.org/http://en.childrenslibrary.org/http://en.childrenslibrary.org/http://en.childrenslibrary.org/http://en.childrenslibrary.org/


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Animated Versions of PictureBooks and Stories picture books interactive author websites

(take students beyond thebook)

Apps- touch, tap and slide

Kinaesthetic use of touch andgesture

- enhance interaction- reinforcement of visual,

movement, sound and voiceover effects

- elements of drawing andrecording increaseparticipation

Charlie and Lola

https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8

https://itunes.apple.com/au/app/hairy-

maclary-from-donaldsons/id383481759?mt=8

Liz Calf 2013

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http://www.charlieandlola.com/website.asphttps://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/hairy-maclary-from-donaldsons/id383481759?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8https://itunes.apple.com/au/app/green-eggs-and-ham-dr.-seuss/id380751745?mt=8http://www.charlieandlola.com/website.asp


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Critically Interpreting: Promptquestions

Who produced thistext? (Is it from a

reliable source?)Why has this text

been created?(the purpose )

Who is this text for?(audience)

Charlie and Lola - v01e01 - I Will Not Ever Never Eat A Tomato - YouTubeBull & Anstey2010

Liz Calf 2013

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http://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzAhttp://www.youtube.com/watch?v=Jrj6-YfsHzA


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Evaluating digitally reproducedstories

How is the screen text different from the

traditional book?Book Clip

I Will Not Ever Never Eat a Tomato. L Child Early Stage 1/ Stage 1

moving visuals

moving text

pop-up images audiovoice

over, changing

volume , music

still images

Layout -irregular

text size, position,

direction, bold Vector - pointing

and gaze of

characters

Bright

colour

Textualpatterning

Collaged

images

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Evaluating digitally

reproduced stories How has camera angle/viewpoint been used in the screen text?

I Will Not Ever Never Eat a Tomato. L Child Early Stage 1/ Stage 1

Eye levelEmpathy

Birds eyeOverall viewlink and suspense

Close up

Focus viewer on

Lolas reaction

Long shotShows setting andLolas concern

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Evaluating digitally reproduced

stories

Who reproducedthese texts?

Why have thesetexts beencreated? (thepurpose )

Who are thesetexts for?(audience)

YouTube The Sneetches Dr Seuss Stage 2

http://www.youtube.com/watch?v=qPhOZzsi_6Q

http://www.youtube.com/watch?v=XMolzESn4oI Liz Calf 2013

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http://www.youtube.com/watch?v=qPhOZzsi_6Qhttp://www.youtube.com/watch?v=XMolzESn4oIhttp://www.youtube.com/watch?v=XMolzESn4oIhttp://www.youtube.com/watch?v=qPhOZzsi_6Q


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Evaluating digitally reproducedstories

Compare how the use of proximity and posture (GesturalSemiotics) and audio is used in each text?

Animated version Read version

Posture and Proximity

Still images Colour constant Camera close up to

simulate movement Audio

- voice over- sound effects andmusic just as background- Song used once toemphasise moral

animated Colour changes for mood framing used to position

viewer Audio- emphasis beyondnarration-music creates mood change-songs provide introduction,Extra information, build context,add link with repetition

Sneetches closelygrouped to showclose relationship

Exception whenportraying

ostracism/difference Erect/Stooped

superior/inferior Arms crossed/limbs

and body drooped-emotional difference

YouTube The Sneetches Dr Seuss Stage 2

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The Sneetches: Proximity closely grouped-

power of majority ostracism/difference

powerless of isolated

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The Sneetches: Posture Erect/Stooped

superior/inferior Arms crossed/limbs and

body drooped-emotional difference

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Narratives created DigitallyNeed to distinguish between : digital narratives created and functioning as literature digital storytelling that anyone can produceGood literature brings aesthetic synergy of(beautiful and smoothly integrated): technical features the artistic creation the ideas within to make a new whole. L McDonald 2013

QUALITIES OF GOOD LITERATUREsetting, physical or emotional, needs to beauthenticreader/viewer needs to be able to empathise with characters and their feelingsand imagine what it would be like if we were themreaderis guided to understandsituations; emotions and/ or imagination are

invokedreadermay consider issues and ideas through storiesthe language and structure of literary text must be constructed so that they suit

the age of the reader and the purpose of the author (with the use of realisticdescription, dramatic or humorous dialogue, creative images, rich literary language)Liz Calf 2013

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FEATURES OF DIGITAL NARRATIVESnon-linear progression of the story, non-sequential pathways or alternatives throughoutthe narrativemoving visuals or graphics on the one screen, still images and/or video, moveable text,

pop-up images with audio effects or music, split screenshyperlinks from within visuals to other screens, hyperlinks from a menu on the site, use of

hypertextvoice over, sound effects, musicscrolling or mouse over effects so when the cursor is moved over text or image animation

occurs, sometimes with hyperlinks, click on featuresnavigation, interactive and game featuresmash up options for the reader to participate in mixing the visuals, editing video or

participating in voice overtouch and tap features for digital stories developed for tablets, tough pads and phones,

particularly those downloaded as appsintertextual aspects, use of multiple perspectives, meta fictive elements Liz Calf 2013

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Inanimate Alicedigitally originated,grown into website with social mediaInanimate AliceHomepage

Liz Calf 2013

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http://www.inanimatealice.com/http://www.inanimatealice.com/http://www.inanimatealice.com/http://www.inanimatealice.com/http://www.inanimatealice.com/http://www.inanimatealice.com/http://www.inanimatealice.com/


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Analysing Inanimate AliceStage 3Discuss- Producer, Purpose, Audience and Elements:

Visuals and Audio- What meaning do they bring?Would the text work without images and/or music?

Juxtaposition, layout and colour of screen imagesWhat do they convey? How do contrastingcolours suit changing events and setting?

SoundWhat is implied by the contrasting music?

Written/verbal textWhat effect does the minimallanguage, especially understatement, have onthe viewer?

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Analysing Inanimate AliceStage 3

Juxtaposition, layout and colour of screen imagesWhat do theyconvey? How do contrasting colours suit changing events and setting?

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Analysing Inanimate AliceStage 3

SoundWhat is implied by the contrastingmusic and audio effects?

Static

Driving

Home

Electronic hum

Found

http://inanimatealice.com/episode1/index.html

Liz Calf 2013

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http://inanimatealice.com/episode1/index.htmlhttp://inanimatealice.com/episode1/index.htmlhttp://inanimatealice.com/episode1/index.htmlhttp://inanimatealice.com/episode1/index.html


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Critically Interpreting Digitaltext: Prompt questions

Who benefits fromcreating/viewing these texts?

What assumptions aboutpotential audiences of thesetexts has been made?

What particular attitudes andvalues are being targeted inthese texts?

What stereotypes arerepresented or challenged?

Comparing Ads

Coca Cola

-Australia

-Korea

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Australian Coke ad 2010

http://www.youtube.com/watch?v=rk9YOuU-Ra8Liz Calf 2013

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http://www.youtube.com/watch?v=rk9YOuU-Ra8http://www.youtube.com/watch?v=rk9YOuU-Ra8http://www.youtube.com/watch?v=rk9YOuU-Ra8http://www.youtube.com/watch?v=rk9YOuU-Ra8http://www.youtube.com/watch?v=rk9YOuU-Ra8


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Korean Coke Ad 2007

The Korean Coca-Cola advertises - YouTubeLiz Calf 2013

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http://www.youtube.com/watch?v=OChuauCLT2Mhttp://www.youtube.com/watch?v=OChuauCLT2Mhttp://www.youtube.com/watch?v=OChuauCLT2Mhttp://www.youtube.com/watch?v=OChuauCLT2Mhttp://www.youtube.com/watch?v=OChuauCLT2Mhttp://www.youtube.com/watch?v=OChuauCLT2Mhttp://www.youtube.com/watch?v=OChuauCLT2M


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The futureHybrid texts and

genresL McDonald 2013

bookfilmwebsites, apps, games

continuous updating,

discussion and interaction for readers/viewers.

The story continues existing in different forms thatare interchangeable

opportunity to engage students in literature outsidethe book

links to book, film, trailer, social media site, officialand unofficial videos on YouTube, reviews and blogsof book and movie, author website and info, infoabout making the movie and technical aspects offilming or set design, information about actors anddirectors, interactive games and merchandising

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The futureHybrid texts and

genresL McDonald 2013

Where the wild things areWhere the Wild Things Are - YouTubeWhere The Wild Things Are Audio Book - YouTubeWhere the Wild Things Are (Fantasy Opera) - YouTube

Where The Wild Things Are (ebook)YouTubeWhere the Wild Things Are --TRAILER-- - YouTubeWhere The Wild Things Are - YouTubeWhere the Wild Things Are - YouTube

The Lost Thing. Shaun TanThe Lost Thing 2010YouTube

Chris Van Allsburg interactive sitehttp://www.chrisvanallsburg.com/flash.html

animated Australian Aboriginal Dreaming storiesDust Echoes: Ancient Stories, New Voices

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http://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=MnJn3567UMohttp://www.youtube.com/watch?v=TyU9E6hbsf4http://www.youtube.com/watch?v=2bptuYPvfgkhttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://www.youtube.com/watch?v=2bptuYPvfgkhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=6Taztz48BoMhttp://www.youtube.com/watch?v=mKGO3Z67ybUhttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://www.chrisvanallsburg.com/flash.htmlhttp://www.abc.net.au/dustechoes/http://www.abc.net.au/dustechoes/http://www.abc.net.au/dustechoes/http://www.abc.net.au/dustechoes/http://www.chrisvanallsburg.com/flash.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://www.youtube.com/watch?v=mKGO3Z67ybUhttp://www.youtube.com/watch?v=mKGO3Z67ybUhttp://www.youtube.com/watch?v=mKGO3Z67ybUhttp://www.youtube.com/watch?v=mKGO3Z67ybUhttp://www.youtube.com/watch?v=6Taztz48BoMhttp://www.youtube.com/watch?v=6Taztz48BoMhttp://www.youtube.com/watch?v=6Taztz48BoMhttp://www.youtube.com/watch?v=6Taztz48BoMhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=01-PqqifyjAhttp://www.youtube.com/watch?v=2bptuYPvfgkhttp://www.youtube.com/watch?v=2bptuYPvfgkhttp://localhost/var/www/apps/conversion/tmp/scratch_10/The%20Lost%20Thing%202010%20-%20YouTubehttp://www.youtube.com/watch?v=2bptuYPvfgkhttp://www.youtube.com/watch?v=2bptuYPvfgkhttp://www.youtube.com/watch?v=2bptuYPvfgkhttp://www.youtube.com/watch?v=TyU9E6hbsf4http://www.youtube.com/watch?v=TyU9E6hbsf4http://www.youtube.com/watch?v=TyU9E6hbsf4http://www.youtube.com/watch?v=TyU9E6hbsf4http://www.youtube.com/watch?v=MnJn3567UMohttp://www.youtube.com/watch?v=MnJn3567UMohttp://www.youtube.com/watch?v=MnJn3567UMohttp://www.youtube.com/watch?v=MnJn3567UMohttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_Ahttp://www.youtube.com/watch?v=6cOEFnppm_A


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Dust Echoes: Ancient Stories, New Voices

o Intention to blend old

and new.

o Situated withinCountry, thematically

organised

o Told through written,

visual and aural

modes.

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http://www.abc.net.au/dustechoes/http://www.abc.net.au/dustechoes/


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Managing change as the newconstant Students diversity

- various levels of

knowledge andunderstanding ofmultiple literacies

- No one person can

be an expert in allnew literacies

Classrooms

- need to be collaborative

communities- where students (and

teachers) exchange andshare understandings

- where learn to bethoughtful, thinkingconsumers of knowledge

Teacherspassionate, skilled, excited,adventurous with change and new literacies.Liz Calf 2013

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Documents

Literature in a Digital Environment