Navigating 21st Century Multimodal Textual Environments: A Case Study of Digital Literacy

Navigating 21st Century Multimodal Textual Environments: A Case Study of Digital LiteracyDr. Muriel Wells, Damien Lyons Deakin University, Geelong, Australia.

1Presenters

Navigating 21st Century Multimodal Textual Environments: A Case Study of Digital Literacy2AbstractIn the 21st Century young people have the opportunity to create digital texts that were unimaginable for previous generations. In the 21st Century young people have the opportunity to create texts that were unimaginable for previous generations. Todays children live and learn while immersed in a technological world that is fast paced and constantly in a state of change. As technology becomes more and more accessible and specifically marketed to children of the 21st century, educators are challenged to re-consider the literacy skills required to be successfully and safely literate, and the repertoire of literacy pedagogies teacher must have to effectively engage these young people in learning. While there is much evidence to suggest that schools and teachers are not all meeting this challenge, there are some inspiring examples in which schools, communities and teachers are taking up the challenge. This paper presents one case study, which is explored through a 21st century literacy framework that allows us to interpret and analyse the multimodal texts and the processes students use in their creation. Attention is paid to how the case study teacher created meaningful learning experiences and opportunities for them to create and interact within multimodal communications environments, both within and beyond the school.

3IntroductionWhat does it mean to be successfully literate in the 21st century?What pedagogical knowledge do teachers need to teach literacy in the 21st century?

The ability to successfully engage in literate activities is crucial for social, educational and work lives in the 21st century (Brown & Tryon 2010). While print based texts are still important forms of literacy young people now have the opportunity to create and interact with texts in ways that were unimaginable for previous generations. Todays children are growing up immersed in a technological world that is fast paced and in a constant state of change (Bruce 1997). As well as hard copy print based texts literacy now encompasses digital texts in a range of forms and visual literacy has become an important facet of the literacy landscape (Simpson 2013, p. 11). This has lead education policy makers to acknowledge the changing nature of literacies in the new Australia Curriculum documents that better reflect what is means to be literate in and for the 21st century. Enacting literacy learning in and for the 21st century requires informed pedagogical knowledge and skills and contextual understanding of the world children live and learn in. Within this paper, we offer a brief overview of the Australian Curriculum, locating it within 21st century learning discourse. We then introduce and define digital literacy, which is discussed within a broader context of literacy in and for the 21st century. Finally, we present, interpret and analyse one Case of a young students creation of a digital text in a movie modality.

4The Australian CurriculumWhat is the Melbourne Declaration and how did it guide literacy for and in the 21st century?In what ways does the Australian Curriculum reflect the Melbourne Declaration ?

The Melbourne Declaration acknowledges major changes in the world that are placing new demands on Australian education. While this paper does not intend to discuss all the changes the Declaration identifies, we do feel that three changes identified within the Declaration are significant to this paper. Specifically, the Declaration states that: Rapid and continuing advances in information and communication technologies (ICT) are changing the ways people share, use, develop and process information and technology. In this digital age, young people need to be highly skilled in the use of ICT. While schools already employ these technologies in learning, there is a need to increase their effectiveness significantly over the next decade. [and goes on to say that] Literacy and numeracy and knowledge of key disciplines remain the cornerstone of schooling for young Australians. Schooling should also support the development of skills in areas such as social interaction, cross disciplinary thinking and the use of digital media, which are essential in all 21st century occupations. (MCEECDYA 2008)What these two changes identified within the Melbourne Declaration suggest is that teaching and learning in Australian schools must evolve to meet the demands of a rapidly changing world, that is digitally literate. The world our children live and learn in has changed, and will continue to change at rapid pace. The Internet has partly contributed to the facilitation of this rapid change. Children can access and contribute in ways that were simply unimaginable even a decade ago. It is now possible for children to create and publish movies, publish photos, contribute to blogs, access specialised information, ask specific questions. The teacher is no longer the person with all the knowledge. That role has long passed. Teachers have a different role, which sees them still guiding and enabling students, but in different ways.

5The Australian CurriculumHow does the Australian Curriculum locate literacy within the 21st century?

Literacy in and for the 21st century An Australian curriculum perspectiveTo understand literacy in and for the 21st century does not mean abandoning notions of traditional literacy or conventions of the English language. Arguably, this is a common misconception, and often produces heightened tensions within education and the wider community. Literacy in and for the 21st century is about understanding how we use different mediums to create different versions of meaning. Crockett suggests that:The skills we learn to read, write and communicate have changed. In the age of multimedia, hypertext, blogs and wikis, reading is no longer just a passive, linear activity that deals only with text. Today, its essential that all of our students have a wide range of skills beyond those that were needed in the 20th century, a range that includes the skills needed to function within a rapidly digital society (Crockett, Jukes & Churches 2011 p.17).Literacy in and for the 21st century is about equipping students with a range of skills and behaviours to interact and create meaning. It is about ensuring criticality is practiced and developed so that students can both understand the world around them, and contribute to it in an informed way. Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts(ACARA 2013)Literacy traditionally referred to reading, writing, speaking, viewing, and listening effectively in a range of contexts. In the 21st century, the definition of literacy has expanded to refer to a flexible, sustainable mastery of a set of capabilities in the use and production of traditional texts and new communications technologies using spoken language, print and multimedia. Students need to be able to adjust and modify their use of language to better meet contextual demands in varying situations.Texts provide the means for communication. Their forms and conventions have developed to help us communicate effectively with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as print text, visual images, sound track and spoken word as in film or computer presentation media. Texts provide opportunities for important learning about aspects of human experience and about aesthetic value. Many of the tasks that students undertake in and out of school involve literary texts, information texts, media texts and everyday texts.6Defining Digital LiteracyWhat is digital literacy?What impact is digital literacy having on teaching and learning in primary literacy classrooms?

Digital literacy has changed the way students create meaning by allowing them to convey meaning through sound, image, video, and text to a wide audience. The Internet, computer games, digital video, mobile phones and other contemporary technologies provide new ways of mediating and representing the world and of communicating. (Buckingham 2008, p. 74). Digital literacy is changing not only the way children engage with their world, but also the way they learn and understand their world. As technology becomes more and more accessible in the 21st century, educators are challenged to re-consider the literacy skills required to be successfully and safely literate, and the repertoire of literacy pedagogies teacher must have to meet effectively engage these young people in learning. While there is evidence to suggest that schools and teachers are not all meeting this challenge, there are some inspiring examples in which schools, communities and teachers are taking up the challenge. This paper presents one such example, which we explore through a 21st century literacy lens.

7The Case StudyDespite childrens engagement with contemporary communicative practices out of school, research (Burn and Leach, 2004) shows provision and opportunities to work with moving image media in early years classroom is limited (Metcalfe, 2013 p. 25). The following is our inspiring example of digital literacy.According to (Metcalfe 2013) Despite childrens engagement with contemporary communicative practices out of school, research (Burn and Leach, 2004) shows provision and opportunities to work with moving image media in early years classroom is limited (Metcalfe, 2013 p. 25). The following is our inspiring example of digital literracy. 8The Case StudyContext: STAR AR projectGrade 1 / 2 teachers changing practice personalising learningStudents making movies getting feedback, audienceThis example of digital literacy happened in a grade a / 2 classroom. The student created a movie as part of an early years literacy program in a primary school situated in a large regional city. The teachers were involved in a three-year program of professional learning with the goal of Personalising Learning for Students in the 21st Century. The program was titled Supporting Teachers as Action Researcher (STAR). Within the overall goal of personalising learning the schools selected to focus on one of three themes each year. The themes were the infusion of higher order thinking process, formative assessment or Information and Communication Technologies. In their first year in the STAR program our case study school selected the infusion of ICT as their theme (for further information about the STAR professional learning program see Wells (2013).In this presentation we focus in on the work carried out by children in grade 1/2 approximately 7-8 years old. The grade 2 teachers described their work in the STAR program in the following way.Our 1/2 area consists of two classes with 24 students in each. As a junior unit we looked at ways of incorporating our inquiry unit titled, Lights Camera Action! which fell under the Design and Technology Strand with literacy and building a link with parents. Our aim was to engage students and parents through the use of ICT to assist in providing constructive feedback to enhance literacy and ICT skills. We used an online program called Xtranormal which allows students to design and create their own movies. It provides students with the choice of characters, settings, sound effects, movements, voices and themes. Students type out a script which is transformed into a movie which can then be embedded into a website.We decided to use Edublogs as our web space provider. It allows teachers and students to upload a variety of media such as images, PowerPoints, movies and sound recordings. Comments can also be posted and monitored by the teacher. It is more like a class webpage with the bonus of supporting interaction through the posting of comments.Each class designed a rubric which highlighted the skills and strategies needed to make a successful movie. Students filled in a movie contract that placed the responsibility of writing and completing a script in the given timeframe on the students .

9The Cowboy a digital textCharacters, background/scene, events, complication and resolution.

For this presentation we have selected a movie that was created by one of the grade 2 children. The image below shows the characters who act in this movie.The movie runs for 1 minute and 43 seconds. Setting the scene: A queen and a cowboy are standing inside a room with furniture and paintings on the walls. Grass and what looks like a running track can be seen through the full-length windows. The queen is wearing a crown and the cowboy is wearing a big Texan style cowboy hat.The movie begins. The transcript of the movie is presented next.

10The Movie

Cowboy: Hello Queen, I am here to steal your jewels.Queen: You are here to what?Cowboy: Here to steal your jewels.Queen: My goodness gracious, when do you mean?Cowboy: I will steal your jewels right now so let me past.Queen: No I will not let you past to steal my jewels.Cowboy: Oh yes you will. Queen: Oh no I wont.Cowboy: Oh yes you will. Queen: Oh no I wont.[Queen crosses arms action/movement selected]Cowboy: Okay Queen you are the boss.Queen: Can you get me a drink of water please?Cowboy: No I will not get you a drink of water, I will put on a dance for you.[Cowboy completes a sequence of dance movements]Queen: That will be great. Queen: I will make an order for you ... one, two, three, four. Cowboy: Do you want to dance with me? Queen: What a pleasure to ask. I would love to. Lets start dancing.Cowboy: Would you like me to run ballet? Queen: Yes please. When does it start? Cowboy: Today.Queen: Lets start dancing cowboy. Cowboy: Play cowboy [music starts].Queen: You sound rather handsome cowboy.Cowboy: You sound rather gorgeous yourself. Cowboy: Do you want to marry me?Queen: Yes I do, when is our wedding?Cowboy: Tomorrow is our wedding [gong sounds].Queen: But I want to marry you now.Cowboy: Okay I will change the orders.Queen: Are the orders changed?Cowboy: Yes they are.[The sound of a whip cracking and cowboy music end the movie.]11Developing the Framework for the Analysis of the digital textBuckingham, Hill and Metcalf.Analysis of the digital text The analysis of this movie as text draws on, and combines the work of Buckingham (2007), Hill (2012) and Metcalfe (2013) for the 21st century literacy framework . Metcalfe (2013) argues that work on film television and video has the potential to enhance teaching and learning and explains that the 'use of moving image media can help develop childrens knowledge, skills and understanding in communication, language and literacy (p. 26). She discusses how the creation of simple videos can help promote a range of skills which include acquisition and development of language and vocabulary, appreciation of a wide range of audiences, understanding of narrative structure, characterisation and plot, identification of different genres and their associated features (p.26-27).Within Chloes text it was clear that many of the characteristics Metcalfe (2013) suggests as powerful features of digital texts were achieved. Chloe was able to select images for the background to the writing, select characters with specific looks for example, the queen and the cowboy. She demonstrated ability to select gestures for the characters, portray emotions through the gestures- for example power is with the queen therefor positions the cowboy as having less power. Chloe selected movements for the characters, selected sounds that happen in the background and also engaged in more traditional literacy practices such as writing the script for the characters and ensuring there is continuity and structure within the narrative. The skills beyond the traditional literacy skills employed within this text encourage a deeper level of meaning making. Digital literacy gives multiple pathways for students to consider, plan and construct meaning. However, it also requires students to have a range of literacy skills and abilities and requires students to have the knowledge and skills to be able to integrate these to construct the meaning they are seeking. It was clear that Chloe was in the early stages of developing these skills and strategies, which in a 21st century landscape is essential for effective literacy participation. Buckingham offers four key concepts through which to consider the skills and understandings Chloe demonstrates. They are Language, Production, Audience and Representation.

12Analysis of the digital textUsing Buckingham (2007) categories of :Language,Production,Audience and Representation.13Susan Hills (2012) More Complex Writing Assessment rubric considers writers ability to present: Ideas, Organisation andLanguage features (p. 326).Analysing the construction of our digital textLanguage featuresAuthorial Role: There is a variety of different sentence lengths.There is a mixture of simple and complex sentences.The vocabulary is appropriate.The language fits the particular genre: more scientific language for information texts and descriptive language for fiction.Facts are checked for accuracy.Secretarial Role:Most punctuation forms are used.Spelling is correct.Paragraphing of ideas is occurring.There is evidence of editing and revising.The writing is readable. Hill p. 32614Analysing the construction of our digital textMetcalfe (2013) Acquisition and development of language and vocabulary,Appreciation of a wide range of audiences,Identification of different genres generally and their associated features, and Understanding of structure, characterisation and plot in narratives in particular (p. 26-27).1521st Century Literacy Framework for Analysis Framework

The first three columns of the table show the categories from Buckingham, Hill and Metcalfe. The fourth column is our interpretive synthesis of these categories which we have use as our 21st century literacy framework. We only included the categories that proved useful in our analysis of this digital text.

Digital literacy has the potential to enhance literacy teaching and learning and can help develop childrens knowledge, skills and understanding in communication, language and literacy.To do this analysis we have developed a literacy analysis framework drawing on the work of Buckingham, Hill and MetcalfeBuckingham 2007, Hill 2012, Metcalf 2013

16Analysis continuedHow does Kates digital text demonstrate how language works?

Within Kates digital text, she was able to organise ideas sequentially and logically. Her narrative has a sequence of ideas and with the development of character and plot. Her language is sophisticated and appropriate. There is evidence of sentence structure and descriptive language. Finally the mechanics are sound, for example, there is evidence of appropriate use of grammar and punctuation. However, all of this is embedded within a more contextually relevant literacy environment. So rather than disregarding traditional forms of literacy, Kates teacher was embracing such literacy practices, but within a digital context.

17How does Kates digital text represent how digital texts are produced?Production refers to how the digital literacy piece is put together; the various elements of the text and how they are developed. In the production of this movie as text Kate demonstrates her knowledge about various elements of movies including setting, character, events, gesture, voice, movement, positioning and movement of characters and music and sound effects. He knowledge is more than just understanding each of these characteristics in isolation. Kate demonstrates that she understand how they need to work together to allow the audience to understand and make sense of the story.

18How does Kates digital text demonstrate her understanding of audience?Kates movie demonstrates that she is aware of audience, both in terms of who her audience is, and how she may take advantage of her audience. The processes set up by the teacher whereby her peers, teacher and family members had the opportunity to provide feedback which she used as she edited, modified and improved her movie demonstrates an understanding of how Kate can use an audience to improve her text. She also demonstrated an ability to write for an audience.

19Metcalfe 2013How does this inspiring example enhance the teaching and learning of literacy for Kate?Metcalfe (2013) argues that work on film television and video has the potential to enhance teaching and learning and explains that the 'use of moving image media can help develop childrens knowledge, skills and understanding in communication, language and literacy (p. 26). She discusses how the creation of simple videos can help promote a range of skills which include acquisition and development of language and vocabulary, appreciation of a wide range of audiences, understanding of narrative structure, characterisation and plot, identification of different genres and their associated features (p.26-27).

Within Kates text it was clear that many of the characteristics Metcalfe (2013) suggests as powerful features of digital texts were achieved. Kate was able to select images for the background to the writing, select characters with specific looks for example, the queen and the cowboy. She demonstrated ability to select gestures for the characters, portray emotions through the gestures- for example power is with the queen therefore positions the cowboy as having less power. Kate selected movements for the characters, selected sounds that happen in the background and also engaged in more traditional literacy practices such as writing the script for the characters and ensuring there is continuity and structure within the narrative.

20DiscussionWhat does it mean to be literate in the 21st century?What are the challenges for educators?What can be learnt from our inspiring example?Kates teacher adapted her classroom practice and provided opportunities for all her students, including Kate, to incorporate their knowledge strengths and interests in digital media. Kates creation of a highly successful and entertaining digital movie demonstrates her skill and understanding of language, production and audience and the breadth of her knowledge and skills beyond those of print based texts.As Buckingham (2007) explains most of the creative work that students undertake in school is designed for an audience of one: the teacher-as-examiner. The way Kates teacher planned these learning experiences the audience was widened and made known to Kate. Family, friends and fellow students were encouraged to be Kates audience. The real audience can qualitatively change how students conceptualise production work, and how they actively work and learn in this physical ((Buckingham 2007 p.52) and virtual space.To be literate in the 21st century students must be able to make meaning and create from both print based and digital texts. The Australian Curriculum is firmly positioning digital literacy as a necessary and important element of the literacy curriculum. The challenge for educators is not to disregard traditional literacies, or to be afraid of the digital landscape. Rather to, as Kates teacher did, consider what literacy skills and dispositions young people need to be exposed to now and what they may require into the future, and then to craft pedagogical experiences that encourage meaningful and contextually rich opportunities for students to develop such skills. The interpretation and analyse of Kates digital text has attempted to celebrate the processes and skills she used in her creation. Along with that it has attempted to alert us to the degree of complexity required to create digital texts. We have seen how the case study teacher created meaningful learning experiences and opportunities for her students which enacts many 21st century aspects of the Australian Curriculum as well as embracing sound pedagogical practices.

21ConclusionKates teacher did not view these literate practices as too complex for early years students. She was willing to take a risk with literacy teaching practices and her students reaped the rewards for her bravery. This paper has presented evidence in the form of an inspiring example to demonstrate how some schools communities and some teachers are taking up the challenge to bring teaching and learning firmly into the 21st Century.22Buckingham (2007)

Susan Hill (2012)Metcalfe (2013)

21st C Literacy Framework for analysis of digital texts

Representation IdeasAcquisition and development of language and vocabularyIdeas content characters, location, settingAudience who are they writing for? Who might interact with the digital text?Language & Language Features Awareness of authorial and secretarial roles of the writer /creatorincluding acquisition and development of language and vocabularyOrganisation /Structure - of the text, genre features, characterisation, plot.Production & Representation In what ways does the writer/creator of the digital text take into account the realities of the 21st c world?

ProductionOrganisationUnderstanding of structure, characterisation and plot in narratives

Language Language FeaturesAppreciation of a wide range of audiences

AudienceIdentification of different genres generally and their associated features

The first three columns of the table show the categories from Buckingham, Hill and Metcalfe. The fourth column is our interpretive synthesis of these categories which we have use as our 21st century literacy framework. We only included the categories that proved useful in our analysis of this digital text. Buckingham (2007)

Susan Hill (2012)Metcalfe (2013)

21st C Literacy Framework for analysis of digital texts

Representation IdeasAcquisition and development of language and vocabularyIdeas content characters, location, settingAudience who are they writing for? Who might interact with the digital text?Language & Language Features Awareness of authorial and secretarial roles of the writer /creatorincluding acquisition and development of language and vocabularyOrganisation /Structure - of the text, genre features, characterisation, plot.Production & Representation In what ways does the writer/creator of the digital text take into account the realities of the 21st c world?

ProductionOrganisationUnderstanding of structure, characterisation and plot in narratives

Language Language FeaturesAppreciation of a wide range of audiences

AudienceIdentification of different genres generally and their associated features

The first three columns of the table show the categories from Buckingham, Hill and Metcalfe. The fourth column is our interpretive synthesis of these categories which we have use as our 21st century literacy framework. We only included the categories that proved useful in our analysis of this digital text.