Digital Literacy in Initial Digital Literacy in Initial Teacher Education: Raising Teacher Education: Raising Standards in Writing Standards in Writing

Pippa Abbott and Sue Irving Pippa Abbott and Sue Irving

University of WorcesterUniversity of Worcester

Aims of the ProjectAims of the ProjectWorcestershire LA Literacy Consultants and Worcestershire LA Literacy Consultants and

University of WorcesterUniversity of Worcester English tutorsEnglish tutors

To raise standards in writing in LA targeted schoolsTo raise standards in writing in LA targeted schools To support schools in raising writing standards (LA)To support schools in raising writing standards (LA) To further develop trainees’ knowledge, skills and To further develop trainees’ knowledge, skills and

understanding associated with digital mediaunderstanding associated with digital media To develop tutors’ skills in digital literacy in order to To develop tutors’ skills in digital literacy in order to

improve the trainees’ experience improve the trainees’ experience To identify barriers to learningTo identify barriers to learning To enhance the writing experience for children by To enhance the writing experience for children by

making creative connections with the arts and 21making creative connections with the arts and 21stst century technologiescentury technologies

Previous researchPrevious research Teaching multi-modal texts involves a reconsideration of reading and Teaching multi-modal texts involves a reconsideration of reading and

composing abilities (More than words 2, UKLA 2005)composing abilities (More than words 2, UKLA 2005) By the time they are three years old, most children have learned another By the time they are three years old, most children have learned another

language in addition to their spoken mother tongue: they have learned the language in addition to their spoken mother tongue: they have learned the codes and conventions through which moving images tell stories. (Look codes and conventions through which moving images tell stories. (Look Again, BFI/DfES 2003)Again, BFI/DfES 2003)

The combination of an extended approach to teaching which required The combination of an extended approach to teaching which required specific attention to drama and/or visual approaches has proved highly specific attention to drama and/or visual approaches has proved highly successful in raising boys’ achievement in writing. (Raising Boys’ successful in raising boys’ achievement in writing. (Raising Boys’ Achievement in Writing, UKLA 2004)Achievement in Writing, UKLA 2004)

Pupils involved in the scheme have shown significant improvements in Pupils involved in the scheme have shown significant improvements in motivation, engagement and attainment. (Moving Literacy On, Marsh and motivation, engagement and attainment. (Moving Literacy On, Marsh and Bearne 2008)Bearne 2008)

Ultimately they had learned the craft of the meaning maker. (Harnessing Ultimately they had learned the craft of the meaning maker. (Harnessing the power of film in the primary classroom, Watts in the power of film in the primary classroom, Watts in LiteracyLiteracy 2007) 2007)

The combined effects on writing of the dominance of the mode of image The combined effects on writing of the dominance of the mode of image and in the medium of the screen will produce deep changes in the forms and in the medium of the screen will produce deep changes in the forms and functions of writing. (Literacy in the New Media Age, Kress 2004)and functions of writing. (Literacy in the New Media Age, Kress 2004)

Action PlanAction Plan Identify LA targeted schools with final year Identify LA targeted schools with final year

trainee – LA & UoWtrainee – LA & UoW

Contact schools (LA) and trainees (UoW), Contact schools (LA) and trainees (UoW), arrange meeting and identify expectations from arrange meeting and identify expectations from the project the project

Training for LA Consultants and English tutors Training for LA Consultants and English tutors with UoW ICT Team with UoW ICT Team

Interview trainees on their return from school Interview trainees on their return from school placement placement

Evaluate project to date Evaluate project to date

Professional DevelopmentProfessional Development University of Worcester ICT tutors provided University of Worcester ICT tutors provided

session on session on Stop Frame AnimationStop Frame Animation for English for English tutors and LA Consultants.tutors and LA Consultants.

English tutors attended UKLA Conference English tutors attended UKLA Conference Reframing LiteracyReframing Literacy and took part in workshops and took part in workshops on using film and stop frame animation.on using film and stop frame animation.

English tutors attended UKLA Conference on English tutors attended UKLA Conference on Diversity and Communities of Readers and Diversity and Communities of Readers and took part in workshops on digital literacy.took part in workshops on digital literacy.

English tutors have taught new module which English tutors have taught new module which includes focusing on multi-modal texts in print includes focusing on multi-modal texts in print and on screen.and on screen.

Learning in UniversityLearning in University The new second year module, devised following The new second year module, devised following

a re-validation of our 3 year degree, provided a re-validation of our 3 year degree, provided an opportunity to introduce sessions on multi-an opportunity to introduce sessions on multi-modal texts. modal texts.

The module included a focus on using and The module included a focus on using and creating texts on screen.creating texts on screen.

Trainees had the opportunity to work with short Trainees had the opportunity to work with short films from the BFI and Pixar and to make their films from the BFI and Pixar and to make their own on screen texts, using a range of software, own on screen texts, using a range of software, introduced to them in ICT sessions.introduced to them in ICT sessions.

Learning in SchoolLearning in School Having interviewed the trainees involved in the project, on their Having interviewed the trainees involved in the project, on their

return from School Experience, some key issues emergedreturn from School Experience, some key issues emerged:: The Y3 trainees, not having been involved in the new module, The Y3 trainees, not having been involved in the new module,

were not clear as to how digital literacy might improve the were not clear as to how digital literacy might improve the children’s writingchildren’s writing

School timetables and planning were fairly rigid and there was no School timetables and planning were fairly rigid and there was no ‘space’ to try something different‘space’ to try something different

Some staff lacked confidence and subject knowledge in working Some staff lacked confidence and subject knowledge in working with ICT (‘They were over 50!’)with ICT (‘They were over 50!’)

The trainees were very enthusiastic about adopting new practicesThe trainees were very enthusiastic about adopting new practices Some teachers were not convinced as to the efficacy of using ICT Some teachers were not convinced as to the efficacy of using ICT

to develop literacy skillsto develop literacy skills Film making was consigned to ICT club so was not valued in the Film making was consigned to ICT club so was not valued in the

same way as traditional approaches to teaching literacy same way as traditional approaches to teaching literacy

Progress so far Progress so far and future work … and future work …

English tutors clearly feel that their skills, subject knowledge and English tutors clearly feel that their skills, subject knowledge and enthusiasm for the subject have increased.enthusiasm for the subject have increased.

The new The new 22ndnd Year Year module will be evaluated in the light of trainees’ module will be evaluated in the light of trainees’ reviews and attainment.reviews and attainment.

Carry out a a focussed discussion with a representative Carry out a a focussed discussion with a representative group of 2group of 2ndnd Years, after their block placement to explore Years, after their block placement to explore ways forward in school. ways forward in school.

The process will be improved – perhaps by including aspects The process will be improved – perhaps by including aspects of digital literacy into school-based tasks for all trainees in of digital literacy into school-based tasks for all trainees in Year 2.Year 2.

Consider introduction of similar tasks for PGs.Consider introduction of similar tasks for PGs. Time constraints meant that schools did not move towards the Time constraints meant that schools did not move towards the

objectives as quickly as the research team would have liked.objectives as quickly as the research team would have liked. The English Team will consider how to embed the ‘Talk for The English Team will consider how to embed the ‘Talk for

Writing’ principles into the work on digital literacy in order that Writing’ principles into the work on digital literacy in order that trainees learn about its impact on reading and writing.trainees learn about its impact on reading and writing.

Local Authority perspectiveLocal Authority perspective

Whilst Literacy Consultants’ time meant Whilst Literacy Consultants’ time meant that they had not had the input with that they had not had the input with schools, they felt that the data collected schools, they felt that the data collected by trainees was valuable in targeting their by trainees was valuable in targeting their CPD trainingCPD training

The Consultants were keen to continue The Consultants were keen to continue with the project next year and re-visit the with the project next year and re-visit the aims.aims.

QuestionsQuestions

Please feel free to ask us any questions Please feel free to ask us any questions about the project.about the project.

‘ ‘Baboon on the Moon, BFIBaboon on the Moon, BFI