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Maggie Garrard Curriculum Manager Multiliteracies and ACTF ACTF programs and education resources programs and education resources Presentation to the Australian Catholic University Students 12 August 2013 www.actf.com.au/education/ @OzKidsTV

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Maggie GarrardCurriculum Manager

Multiliteraciesand

ACTF ACTF programs and education resourcesprograms and education resources

Presentation to the Australian Catholic University Students

12 August 2013

www.actf.com.au/education/ @OzKidsTV

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About the ACTFA national non-profit organisation, funded by the government, committed to providing Australian children, 2-18 with entertaining media made especially for them, which makes an enduring contribution to their cultural and educational experience.

ACTF programs have screened in over 100 countries and have won over 100 local and international awards.

www.actf.com.au/education/ @OzKidsTV

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ACTF CHARTEREntertainment/Education

The most powerful learning occurs when our brains, senses and hearts are engaged.

Quality media can motivate, create wonder and inspire children to learn.

Media, used by children, needs to be monitored and negotiated to be a positive part of their lives.

First Day

www.actf.com.au/education/ @OzKidsTV

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PresentationPresentation

• using screen media to encourage thinking, reading and language

development

• how teachers (English and The Arts) can encourage critical judgement

and understanding through viewing, listening, creating, writing

(interacting)

• the stages of media literacy and how to develop analytical, critical and

creative skills in children

• using screen media to develop values

• how young children respond to TV, film, advertising and multimedia.

www.actf.com.au/education/ @OzKidsTV

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Curriculum & cross-curriculum Curriculum & cross-curriculum alignmentalignment

Resources are aligned with the Australian Curriculum for•English, History, Science, •Arts, Geography, LOTE•Health & PE, Technology/ICTs, Civics & Citizenship

Cross curriculum priorities:•Aboriginal and Torres Strait Islander histories and cultures •Asia and Australia’s engagement with Asia •Sustainability.

General capabilities:•literacy •numeracy •information and communication technology (ICT) competence •critical and creative thinking •ethical behaviour •personal and social competence •intercultural understanding.

Phases of learning: Years: F-2, 3-6, 7-10, 11-12

All ACTF resources support effective and current pedagogical theory/ research reflective of contemporary educational research.

For example: Inquiry approaches including the E5 framework, Bloom’s Taxonomy, De Bono’s Six Hats, among others.

www.actf.com.au/education/ @OzKidsTV

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We live in a digital multi-media age for which new skills and strategies are required. There is now a dynamic integrative relationship between new literacies and traditional literacies which changes the whole continuum. We have to grasp that because of the use of new literacies generates innovation, literacies from now on will be constantly changing.

Professor Len Unsworth, UNE, “Negotiating New Literacies in Literacy Learning and Teaching, 2008

These are the challenges:• Children are fascinated by new literacies• Children have increased access to them• Children will always know more than teachers about them• There is a disjunction between home and school useSo….

We need to reconceptualise literacy in schools to account for multi-modality

www.actf.com.au/education/ @OzKidsTV

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Media/Screen literacy

Media/screen literacy aims to assist students to deal critically with the media and their role in their lives.

The media/screen literate student should be able to make conscious, critical assessments of media, to maintain a critical distance on popular culture, and to resist manipulation.

More specifically, it is education that aims to increase students’ understanding and enjoyment of how the media work, how they produce meaning, how they are organised, and how they are construct reality. Media literacy also aims to provide students with the ability to create media products.

Duncan, 1998, pg 7

www.actf.com.au/education/ @OzKidsTV

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Differences between reading of print-based and multimodal texts.

Reading print based texts Reading multimodal texts

Words: The words ‘tell’ including thediscourse, register, vocabulary, linguisticpatterns, grammar, chapters, paragraphand sentence structure.

Visual images: The images ‘show’including layout, size, shape, colour, line,angle, position, perspective., screen,frames, icons, links, hyperlinks…

Use of senses: visual some tactile. Use of senses: visual, tactile, hearing,kinaesthetic

Interpersonal meaning: developedthrough verbal ‘voice’ - through use ofdialogue, 1st, 2nd, 3rd person narrator

Interpersonal meaning: developedthrough visual ‘voice’: positioning,angle, perspective – ‘offers’ and‘demands’.

Verbal style: including tone, intonation,humour, irony, sarcasm, word play,developed in the use of ‘words’.Typographical arrangement, formatting,layout, font, punctuation

Visual style: choice of medium,graphics, animation, frames, menu board,hypertext links.

Verbal imagery: including description,images, symbolism, metaphor, simile,alliteration [poetic devices with words,sound patterns].

Visual imagery: use of colour, motifs,icons, repetition.

Reading pathway: mostly linear andsequential. Reader mostly follows.

Reading pathway: use of vectors – nonsequential, non-linear. Reader has more choice and opportunity to interact.

Maureen Walsh, Reading visual and multimodal texts: how is ‘reading’ different? (2004),

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www.actf.com.au/education/ @OzKidsTV

To truly understand visual/media/screen literacy children need to be actively involved in creating static and moving images (and objects) and feel confident to respond to their own and other’s works.How ?

In – active engagement with the construction and production of still and moving images (and objects)

Through – using the materials, techniques, codes and conventions specific to the construction and production of still and moving images (and objects)

About – researching past and present artists/ writers/ producers, their forms, styles, ideas, meanings, techniques etc used to construct and produce still and moving images (and objects)

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www.actf.com.au/education/ @OzKidsTV

THINKING

Our world and the world of the future demand that all students are supported to become effective and skillful thinkers.

Thinking validates existing knowledge and enables individuals to create new knowledge and to build ideas and make connections between them.

It entails reasoning and inquiry together with processing and evaluating information. It enables the exploration of perceptions and possibilities.

It also involves the capacity to plan, monitor and evaluate one’s own thinking, and refine and transform ideas and beliefs.

The Thinking Processes domain encompasses a range of cognitive, affective and metacognitive knowledge, skills and behaviours which are essential for students to function effectively in society, both within and beyond school.

An explicit focus on thinking and the teaching of thinking skills aims to develop students’ thinking to a qualitatively higher level.

Students need to be supported to move beyond the lower-order cognitive skills of recall and comprehension to the development of higher-order processes required for creative problem solving, decision making and conceptualising.

In addition, they need to develop the capacity for metacognition – the capacity to reflect on and manage their own thinking.

This can only happen if the school and classroom culture values and promotes thinking and if students are provided with sufficient time to think, reflect, and engage in sustained discussion, deliberation and inquiry.

• http://vels.vcaa.vic.edu.au/essential/interdisciplinary/thinking/index.html

Colleen Abbott & Susan Wilks

© The Australian Children’s Television Foundation

I Think… is an educational resource comprising a Teachers' Guide, Video Anthology and Website. It is designed to be used with children aged 5 to 13 as an aid in teaching them how to participate in philosophical inquiry in the classroom.

Ten units are contained in the book; more information and four additional units

are available herehere

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www.actf.com.au/education/ @OzKidsTV

Creative thought can be divided into divergent and convergent reasoning:

• Divergent thinking is the intellectual ability to think of many original, diverse, and elaborate ideas. • Convergent thinking: the intellectual ability to logically evaluate, critique and choose the best idea

from a selection of ideas.

Both abilities are required for creative output. Divergent thinking is essential to the novelty of creative products whereas convergent thinking is fundamental to the appropriateness.

Thus, any general definition of creativity must account for the process of recognition or discovery of novel ideas and solutions.

CREATIVITY

“CREATIVITY IS NOT A SEPARATE ACTIVITY FROM THE INTELLECT, BUT WHY DO SO MANY ADULTS BELIEVE THEY ARE NOT CREATIVE?”

SIR KEN ROBINSON BELIEVES OUR EDUCATIONAL SYSTEM PLAYS A ROLE IN DIMINISHING CREATIVITY BY PROMOTING LEARNING BASED SOLELY ON A CRITICAL AND RATIONAL APPROACH.

“THERE IS A SENSE OF FUTILITY BUILT INTO OUR APPROACH TO THE

ARTS, WHICH IS WHY THEY ARE MARGINALIZED,” HE SAID.

http://tedblog.typepad.com/tedblog/2006/06/sir_ken_robinso.html#

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http://www.thhttp://aso.gov.au/education/

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Australian Screen Online/ Eduaction

http://aso.gov.au/education/

www.actf.com.au/education/ @OzKidsTV

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Decade Timeline: highlights events in each decade of Australian history and politics, society and culture, science & technology that underpin the stories of the children in each episode (2008-prior to1788).

•Teaching activities (more than 500) and 78 clips for years 3-6 and beyond. The activities have rich curriculum content that relate directly to the supporting the Australian curriculum areas of English and History.

•3 main themes and 22 sub-themes where teachers can group relevant teaching activities and resources to support their individual programs.

•Behind the scenes information including interviews with Nadia Wheatley, Penny Chapman & Donna Rawlins, stills gallery and clips bank, production materials and poster design.

•Additional resources and links to relevant content located at other cultural agencies plus hyperlinks to relevant TLF digital curriculum resources and objects

•Our Place which is an interactive teacher forum where teachers can share their ideas and strategies for using My Place in the classroom and upload stories from their own students.

My Place Teachers’ Guide (DVD Rom) Series 1& 2 + Geography

• A Decade Timeline (2000’s – prior to 1780’s), • Episodes with information about the series and downloadable post-production scripts, • Teaching activities (more than 500) and 78 clips, for years 3-6 and beyond. Interactive student activity sheets organised into 4 strands, History, English, Geography and Arts (Media literacy), All directly support the Australian curriculum areas of History, English and Geography. • There are more than 500 hyperlinks to relevant content Australian cultural and education agency websites.

• The Making of My Place information including interviews with author Nadia Wheatley and TV series producer Penny Chapman, production materials, cast and crew lists, press kit and the My Place websites.

• Photo gallery with hundreds of production stills from the episodes and behind the scenes.

www.actf.com.au/education/ @OzKidsTV

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Themes evident in the book & TV production

Community & Family •Identity•Multiculturalism (Immigration)•Class & social order•Indigenous perspectives (and Reconciliation)•Customs, traditions and beliefs•Australians at War•Politics•Historical events

Technology•Transport•Currency•Technology & homewares•Electronic and visual media

Lifestyle & Trends•Food and Celebrations•Games and pastimes •Environment and urbanisation•Business and Employment •Education•Literature and music•Pets

www.actf.com.au/education/ @OzKidsTV

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Technology is only a tool…

• ‘Computers are providing us with a whole new way of thinking about teaching and learning. They’re changing society and schooling much as the printing press did 600 years ago….. It’s not just a matter of adding another trick in the teachers’ tool bag but recognising that computers can be a transformative tool which enables us and our students to think and act in a whole new way about teaching and learning.’

David Nettlebeck, Computers for thinking: from theory to practice, Teacher, June 2007

www.actf.com.au/education/ @OzKidsTV

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THANK YOU FOR YOUR THANK YOU FOR YOUR INTEREST & SUPPORTINTEREST & SUPPORT

www.actf.com.au/education/ @OzKidsTV

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Maggie GarrardCurriculum ManagerAustralian Children's Television Foundation

Level 3, 145 Smith StreetFitzroy, VICTORIA 3065

Ph: +61 3 9200 5500Email: [email protected]

Website: www.actf.com.au 

www.actf.com.au/education/ @OzKidsTV