Multiliteracy in the 21st Century

8/19/2019 Multiliteracy in the 21st Century

1/19

EDX3270 Assignment 1, Semester

2, 2012Created by Kaylene Orton

Student Number !100"0#$


2/19

%&eme


3/19

Annotation 1Anstey, M., & Bull, G. (2006). Teaching and learning

multiliteracies: Changing times changing literacies (pp. 56-81).Newark, !" #nternat$%nal ea'$n Ass%$at$%n.

A((ording to Anstey and )ull, tea(&ers need to su**ort a multilitera(ies(urri(ulum to &el* students e+*lore, engage and deelo* t&eir litera(ys-ills. %&is (&a*ter *roides tea(&ers /it& dierent guidelines andrame/or-s to &el* t&em ealuate i t&eir *edagogy is *roiding t&eirstudents /it& a dynami( tea(&ing a**roa(&. %&is (&a*ter also e+*lorest&e im*ortan(e o in(or*orating t&e our esour(es 4odel and

5rodu(tie 5edagogies in t&e (lassroom. %&ese t/o elements allo/students to use bot& lo/er order and &ig&er order t&in-ing s-ills /&i(&are re6uired to understand multilitera(ies. )y in(or*orating t&eseelements tea(&ers *roide t&eir students /it& a dynami( *edagogy. Adynami( *edagogy allo/s students to gain a greater understanding ot&e dierent litera(ies t&ey are e+*osed to in todays so(iety.


4/19

Annotation 2*%pe, B., & +alant$s, M. (200). Mult$l$tera$es/" New $tera$es,New earn$n, Pedagogies: An International Journal , 4(), 16-15.%$" 10.1080115580000360

Co*e and Kalant8is 9200:; reer to %&e Ne/


5/19

Annotation 34ealy, A. (2006). Mult$l$tera$es" eaers an' stu'ents at w%rk $nnew ways w$t l$tera$es. #n . *a7pell & . Green (!'s.),Literacies and learners: Current Perspectives (pp. 11-203).9rens 9%rest" :ears%n !'uat$%n Austral$a.

ealy 9200"; beliees t&at *rint litera(y &as not be(ome unim*ortant orredundant in todays so(iety as it is still an essential medium orlearning. Students need to read and /rite, &o/eer, its e+(lusie basiso litera(y &as diminis&ed due to t&e emerging range o te(&nologies inlitera(y. ealy 9200";, t&ereore beliees t&at B(ontem*orary language

in litera(y edu(ation must base its *ra(ti(es on te+ts rom a range ote(&nologies, inoling dierent media 95. 1:2;.%o do t&is, tea(&ersneed to (&ange t&eir *edagogi(al /ays to e+*ose t&eir students to aariety o learning te+ts and understand t&at students do not only learnrom /ritten te+ts. %&is /ill allo/ students to maintain a litera(yunderstanding in todays in(reasing te(&nologi(al so(iety.


6/19

Annotation $4en'ers%n, . (200). e%n$s$n '$;erene" Practically Primary , 9 (2), 11-1. etr$e?e' =r%7ttp"@@sear.$n=%r7$t.%7.au.epr%y.us.e'u.au@=ulletC'nD16268CresDA!#:

enderson 9200$; reers to %&e Ne/


7/19

Annotation #Etewart-%re, N. (200). Etrate$es =%r prat$s$n 7ult$l$tera$es.#n G. Bull, & M. Anstey (!'s.), The literacy lexicon (2n' e'., pp.161-180). 9rens 9%rest, NEF" :rent$e 4all.

n t&is (&a*ter Ste/artDore 92003; distinguis&es t&e dieren(ebet/een bot& tea(&ing and learning litera(y strategies. Alt&oug&Ste/artDores 92003; main o(us in t&is (&a*ter is on t&e dierentstrategies re6uired to tea(& using a multilitera(ies rame/or-, &e stilldis(usses strategies t&at also assist in learning su(& as ECA andS*&eres o learning. Ste/artDore 92003; beliees t&ese strategies

be(ome good litera(y tools and resour(es or students learning odierent te+t ty*es and assist in bot& tea(&ing and learningmultilitera(ies. %&e (&a*ter *roides a list o 6uestions or tea(&ers toealuate t&eir (&osen tea(&ing strategies as &e em*&asises t&attea(&ers re6uire some guidelines to ensure t&eir tea(&ing strategies area**ro*riate to litera(y edu(ation.


8/19

Annotation "e New %n'%n Gr%up (16). A pe'a%y %= 7ult$l$tera$es"es$n$n s%$al =utures. Harvard ducational!evie", ## (1), 60-2.

%&e Ne/


9/19

Annotation 7*l%%nan, A. (2008). Mult$7%'al$ty pe'a%$es" A 7ult$l$tera$esappr%a. International $ournal o% learning,15(), 15-168. etr$e?e'=r%7 ttp"@@'r%.'eak$n.e'u.au@?$ew@"0013615

%&is arti(le /as based on a (ase study (ondu(ted on our early year tea(&ersto &el* t&em learn and understand &o/ to in@uen(e t&eir (lassroom using amultilitera(ies *edagogi(al a**roa(&. %&e (ase study (onsisted o seeralstages using a multimodal s(&ema. %&e multimodal s(&ema /as deelo*edbased on seeral studies (ondu(ted rom %&e Ne/


10/19

Annotation F+er?$n, & Mante$, H. (2010). #n%rp%rat$n ten%l%y w$t$n lassr%%7l$teray eper$enes. Journal o% Literacy and Technology , 11(), 33-100.etr$e?e' =r%7ttp"@@r%.u%w.e'u.au@$@?$ew%ntent.$>art$leD152&%ntetDe'upapers

%&is arti(le re@e(ts on a *roGe(t /&ere tea(&ers integrated (om*uter basedte(&nologies into t&eir daily litera(y *edagogy. %&e *roGe(t /ent or one year and int&is time tea(&ers im*lemented a number o dierent stru(tures to t&eir tea(&ing

rame/or- ta-ing into (onsideration e6uitable a((ess to te(&nology *roiding su**ortin bot& tea(&ing and learning e+*erien(es. Data /as (olle(ted and e+amined in

numerous /ays su(& as ideo, still images, interie/s and (lassroom obserations. %&roug&out t&e year all tea(&ers /ere /or-ing /it&in t&e /&ole s(&ool ision o &o/

te(&nology su**orts (lassroom litera(y learning. %&e *roGe(t determined t&esigni>(an(e o im*lementing C% into s(&ool (lassrooms. Hit& t&is in mind, tea(&ersneed to understand t&e im*ortan(e o meeting t&e needs o ea(& students litera(yre6uirements and a(-no/ledge t&at tea(&ing o te(&nology s&ould not Gust be

(onsidered as an addon to t&e (urri(ulum, it needs to be in(or*orated into litera(y*ra(ti(e.

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1352&context=edupapershttp://ro.uow.edu.au/cgi/viewcontent.cgi?article=1352&context=edupapers


11/19

Annotation :F$n Han, . (200). $teray an' lanuae. #n &rite "ays:'odelling "riting %orms (r' e'., pp. -16). E%ut Mel%urne,I#*"


12/19

Annotation 10an, H. :. & MF$ll$a7, !. (200). 9r%7 l$teray t% 7ult$l$tera$es"'$?erse learners an' pe'a%$al prat$e. Pedagogies: AnInternational Journal 4, 21-225. %$ 10.1080@155800003611

%&is arti(le loo-s at t&e im*lementation o multilitera(ies in t/o distin(tlydierent s(&ools. All tea(&ers agreed t&at a multilitera(y a**roa(& /as

re6uired in order to ee(tiely *re*are students or liing in t&e 21 st (entury.esear(& s&o/ed students in t&e >rst s(&ool /ere li-ely to reert to sae

learning o**ortunities rat&er t&an loo-ing or innoatie /ays to e+tend t&eirs-ills and (a*a(ities due to t&e tea(&ers ear o ailure and understanding o

ne/ digital te+ts. %&is t&ereore did not e+tend t&e students *edagogi(al

*ra(ti(es as t&e te(&nology /as seen as an addon. n t&e se(ond s(&ool,tea(&ers belieed it /as more im*ortant to &ae t&e ne(essary al*&abeti(litera(y s-ills beore *rogressing to a multilitera(ies *edagogy. t /as

(on(luded t&at more resear(& needed to be (ondu(ted beore a de(ision (anbe made on t&e useulness o a *urely multilitera(ies a**roa(& and &o/ t&is

>ts /it& t&e tea(&ing o litera(y s-ills.


13/19

Eyntes$s %&e readings sele(ted /ere (&osen to (om*lete a re@e(tion on t&e im*ortan(e oin(or*orating a multilitera(ies a**roa(& into our 21st (entury (lassrooms. t /as eidentin t&e (&osen arti(les t&at to ee(tiely su**ort students in our globalised /orld,tea(&ers need to im*lement a multilitera(ies *edagogy. t is ne(essary or tea(&ers toa(-no/ledge t&at tea(&ing reading and /riting is no longer enoug& in litera(y learning

as t&e (&anges /e are e+*erien(ing (all or ne/ litera(ies to be taug&t 9iddle, 2012;. %&is /as also su**orted by ealy 9200";. Oer time, t&e (on(e*t o t&e multilitera(iesa**roa(& &as been deelo*ed to in(or*orate (&anges t&at are re6uired or tea(&ers toadan(e t&eir *edagogy *ra(ti(es and to deelo* (iti8ens o t&e 21st (entury.

As te(&nology is be(oming t&e norm in our so(iety, tea(&ers are re6uired to assist t&eirstudents in (onne(ting t&eir litera(y learning into eeryday *ra(ti(es bot& inside andoutside o s(&ool. n t&e 21st Century it is ital t&at tea(&ers understand t&e im*ortan(e

o integrating inormation and (ommuni(ation te(&nologies 9C%s; into t&eir *edagogi(alrame/or-. As stated by Kerin J 4antei 92010; BC% s&ould not be an ?addon to t&e(urri(ulum 9Durrant J =reen, 2000;, but an integral *art o a broader learning goal 95.7: 5ara. 3;.


14/19

Eyntes$s *


15/19

Eyntes$s *


16/19

SE


17/19

re=erenesAnstey, 4., J )ull, =. 9200";. Teaching and learning multiliteracies: changing times changingliteracies 9**. #"F1;. Ne/ar-, DE nternational eading Asso(iation.

Cloonan, A. 9200F;. 4ultimodality *edagogies A multilitera(ies a**roa(&. International journal

of learning,1#9:;, 1#:1"F. etrieed rom &tt*dro.dea-in.edu.auie/D!30017"1#

Co*e, )., J Kalant8is, 4. 9200:;. B4ultilitera(ies Ne/


18/19

e=erenes %nt$nue'Kerin, < J 4antei, I. 92010;. n(or*orating te(&nology /it&in (lassroom litera(y e+*erien(es. Journal ofLiteracy and Technology , 1193;, 77100. etrieed rom&tt*ro.uo/.edu.au(giie/(ontent.(giLarti(le13#2J(onte+tedu*a*ers

iddle, S. 92012;. ()*+2,0 Literacies (ducation To%ic - Lectures# %oo/oomba !niersity oSout&ern ueensland.

Ste/artDore, N. 92003;. Strategies or *ra(tising multilitera(ies. n =. )ull, J 4. Anstey 9Eds.;, Theliteracy le.icon 92nd ed., **. 1"11F0;. ren(&s orest, NSH 5renti(e

%an, I. 5. J 4(Hilliam, E. 9200:;. rom litera(y to multilitera(ies dierse learners and *edagogi(al*ra(ti(e. Pedagogies: An International Journal 4, 21322#. Doi 10.10F01##$$F00:0307"11:

%&e Ne/


19/19

e=erenes %nt$nue'4ultilitera(ies QmageR. 92012;. etrieed rom &tt*///./ordle.net(reate4ultilitera(ies QmageR. 92012;. etrieed rom &tt*///.google.(om.auimgresL

6multilitera(iesJ&lenJsaXJbi/13""Jbi&"$$Jtbmis(&J*rmdimnsbJtbnid6lie*%"/nFC!G4Jimgreurl&tt*multilitera(iesortea(&ers./ord*ress.(om/&atare

multilitera(iesJdo(id-ay=7DPiNH*4Jimgurl&tt*multilitera(iesortea(&ers.>les./ord*ress.(om201002slide1.G*g2#3/2#3D3002#2"&

2#3D22#J/300J&22#JeiG6sl!%N4si3ien$=AAgJ8oom1

Documents

Multiliteracy in the 21st Century