共查询到20条相似文献，搜索用时 15 毫秒
1.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum. 相似文献
2.
Richard Berger 《Education 3-13》2018,46(1):64-75
This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that ‘revisiting’ and ‘remaking’ existing texts and practices in the multimodal primary classroom can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy. 相似文献
3.
Christopher S. Walsh 《Literacy》2007,41(2):79-85
Many school literacy practices ignore adolescents' new digitally mediated subjectivity as it has been shaped by the new media age. Youth possess often unappreciated repertories of practice which allow them to use their imagination and creativity to combine print, visual and digital modes in combinations that can be applied to new educational, civic, media and workplace contexts. This paper reports on research in two middle years classrooms in New York City's Chinatown, where students' design skills were recognised and validated when they were encouraged to critically re‐represent curricular knowledge through multimodal design. The curriculum, rather than privileging print‐only representations, recognised the linguistic, social, economic and cultural capital that different students brought to school. The findings suggest schools should harness youths' creativity – that often manifests itself through their capital resources – as they integrate and adapt to the new digital affordances acquired through their out‐of‐school literacy practices. 相似文献
4.
Cheryl Wei‐yu Chen 《Literacy》2021,55(1):25-38
The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print‐based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one multimodal product on the same topic of “My favorite place in the world”. For their multimodal product, students were required to use at least two modes (e.g. words and image, sounds and words) in any medium (e.g. video, collage, scrapbook or website) of their choice. It was found that the most frequently used medium for students' multimodal projects was video which incorporated words, sounds and visuals. Most students felt that for the topic of “My favorite place in the world”, their multimodal products helped them to convey their ideas better because they provided the audience with more sensory information. To conclude the paper, a few future research directions are outlined to help move the research of multimodal composing forward. 相似文献
5.
Guy Merchant 《Education 3-13》2021,49(1):96-106
ABSTRACT Widespread changes in communication associated with new technologies have led to a growing interest in digital literacy. Although the concept of digital literacy suffers from a lack of agreed definition, this paper suggests that reading and writing with technology remains a key point of concern. The written word, a central feature of evolving patterns of communication, is now used in new ways and often in combination with different media as new devices and physical practices are recruited to the task of meaning making. The influence of different ways of thinking about these new communicative practices has led to the development of the diverse body of research outlined here. Tracing these strands in current research and writing about digital practice is used in order to identify how literacy has both expanded and diversified. Because it is now a significant aspect of full participation in social and cultural life, reading with technology raises important questions for education. This paper suggests that in England policy in this area is poorly articulated and argues that there is a pressing need for more focused classroom research to develop practices that support digital literacy. 相似文献
6.
Carey Jewitt 《Assessment in Education: Principles, Policy & Practice》2003,10(1):83-102
All teaching and learning in the school classroom involves a range of modes including speech, writing, gesture, gaze, body-posture, movement, and so on--in other words teaching and learning are multimodal. This is as true of school English, where common-sense would have it that teaching and learning are fully realised in language, as it is of school Science where the role of action is firmly established in the curriculum. While all teaching and learning is multimodal, the use of computers in the classroom serves to emphasise the multimodal character of pedagogy. Computer applications introduce new kinds of texts into the classroom and these demand different practices of students. In turn this suggests the need to re-think conceptions of literacy, learning and assessment--to move beyond the narrow definition of literacy apparent in recent government policy to a broader definition that realises the connections between literacy and social practices in a multimodal digital era. The questions raised by the move from a language-based curriculum to a multimodal curriculum are explored in this paper through an illustrative example of computer mediated learning in the school English classroom. 相似文献
7.
Sylvia Pantaleo 《Education 3-13》2013,41(3):295-314
This article focuses on the graphic novel produced by a 12-year-old student who participated in a multifaceted study that provided her with opportunities to engage with multimodal texts. An ecological perspective on teaching and learning framed the classroom-based research that explored how developing students' knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and the subsequent creation of their own print multimodal texts. During a 10-week period, 25 Grade 7 students participated in interdependent reading, writing and oral activities that offered them opportunities to learn about metafictive devices, some art elements and a few compositional principles of graphic novels. For the culminating activity of the study, the students created their own multimodal print texts. The in-depth analysis of one student's graphic novel reveals how her participation and engagement in a particular classroom community of practice affected her learning of the content and concepts under study. 相似文献
8.
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. 相似文献
9.
Adolescents are more connected to the globalised world than ever before, with an increased prevalence of social media use amongst youth. Young people are composing multimodal creative works, including digital poetry, to share with an online audience, using platforms such as Instagram. Drawing on transliteracies theory, this case study found that three main themes appeared regarding the nature of literacy practices on Instagram. Community and interactivity were important to poets, especially in regard to feedback. The platform and complementary apps, especially those used for photo editing, afforded poets agency and fostered multimodality when composing, thus highlighting the changing nature of digitised writing practices. Value was placed on the mobility and accessibility of Instagram as a mobile app, for composing and consuming digital poetry. Young people may therefore be considered innovators of multimodal writing who employ ever‐evolving technologies to engage in authentic literacy practices in digital spaces. As a result, this study suggests that the implications of Instapoetry on English pedagogy include the increased exposure and relevance of poetry writing and appreciation, a space for student‐centred writing, reading, and analysis of poems, as well as a relevant method of peer review and collaboration. 相似文献
10.
Ibrar Bhatt 《Educational Media International》2013,50(4):289-301
Success in educational programmes often depends on learners being able to negotiate and manage a variety of digital literacy practices commensurate with the literacy demands of their course. This paper reports on preliminary findings of a multi-method PhD study which examines the digital literacy practices arising when an adult learner in a UK college completes writing assignments for her course. It explores whether she uses digital tools agentively and decisively in her personal life, in order to transform her classroom practice. Data show that mobilising personal digital literacy practices into classroom-based literacy events allows learners to successfully make the link between their own everyday digital literacy practices and the requirements of their course. It is argued that a “social practice” approach to digital literacies, along with actor-network theory sensibilities, allows researchers to observe the sensitivity of classroom-based digital literacy events to the layered multiplicity of their contexts. 相似文献
11.
John Vincent 《Literacy》2006,40(1):51-57
Multimedia has had a widely recognised impact on society, but it is still under‐represented in the literacy pedagogies of many schools. This may relate to the way we view assessment for literacy, which is still almost wholly monomodal. Students assessed at a low level as producers of verbal text may respond positively when working multimodally, but the only assessment instruments we have do not reveal this. In a class of 26 ten‐year‐olds in Victoria, Australia, with rich access to computers, five children performed at a very low level when working with verbal expression only, but responded remarkably when invited to work multimodally. A programme of text production was monitored and the results analysed, progressing from handwritten monomodal work, through stages of multimodality to full multimodal expression. The results suggest strongly that some children need multimodal scaffolding in order to communicate complex ideas effectively. This, however, requires an acceptance of multimodal texts as part of the primary literacy curriculum. It is therefore suggested that assessment of multimodal composition, both narrative and other texts, should be developed to help teachers accept the value of introducing multimodal literacies into the classroom. 相似文献
12.
Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms
Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom. 相似文献
13.
Cathy Burnett 《Journal of Research in Reading》2009,32(1):22-37
While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts. 相似文献
14.
This paper proposes a pedagogical approach for teaching and learning critical thinking through multimodal analysis – that is, ‘multimodal analysis for critical thinking'. The approach builds on the conviction that students require competencies that move beyond traditional notions of literacy to meet the changing demands posed by media and technology in the twenty-first century. The approach takes a social semiotic view toward critical multimodal literacy, which aims to provide students with an analytical metalanguage for the systematic analysis of multimodal texts and videos. The pedagogical approach is facilitated through the use of purpose-built software applications with comprehensive analytical frameworks designed to support the systematic teaching and learning of multimodal analysis, with a view to developing the critical literacy skills needed for life in the digital age. The potential efficacies of the approach are illustrated via the exposition of software functionalities and the sample analyses of a printed text with image components, and a short advocacy video. 相似文献
15.
Rhonda Nixon 《Literacy》2012,46(2):81-93
The author explores how comics texts and writing practices are rich literacy resources for educators. Few studies report on how teachers explore such texts and practices in their classrooms. The author examines how drawing improves students' narrative writing and presents findings from a 7‐month case study of Delainey and Rasmussen's collaborative composing routines. Delainey and Rasmussen are the creators of the daily syndicated comic strip, Betty, an internationally published family comic strip that has been in newspapers for 20 years. The author explores Delainey and Rasmussen's collaborative routines and composing practices and provides parallel suggestions for classroom work. 相似文献
16.
Barriers to teachers using digital texts in literacy classrooms 总被引：1，自引：0，他引：1
Eileen Honan 《Literacy》2008,42(1):36-43
In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms. 相似文献
17.
Kindergarten reading and writing curricula in the European Union 总被引：1，自引：0，他引：1
Eufimia Tafa 《Literacy》2008,42(3):162-170
The aim of this study was to examine whether the current literacy programmes in European Union kindergarten curricula support and enhance young children's reading and writing development. This study investigated whether the kindergarten curricula of 10 European countries: Britain, Belgium, France, Finland, Greece, Ireland, Luxembourg, Portugal, Spain and Sweden set appropriate goals for young children's acquisition of literacy, provide methodological guidelines that support children's active engagement in reading and writing activities, provide a print‐rich classroom environment, emphasise the communicative nature of reading and writing and use play in the learning process. The comparative data analysis showed that European kindergarten curricula seem to support and enhance young children's reading and writing development, and that early literacy acquisition is based on the principles of the new perspective of the emergence of literacy. 相似文献
18.
Cati V. de los Ríos 《Learning, Media and Technology》2018,43(4):359-373
ABSTRACTThis article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies. 相似文献
19.
Prior studies indicate that vocational students’ literacy practices are more demanding than is generally recognised. Employing a view of literacy acquisition as socialisation, we investigated the literacy practices of trades training in Carpentry and Automotive Technology, by interviewing tutors and examined course books and student writing. A register of spoken language was identified, which differed from everyday language in being highly technical, reflecting specialist knowledge and indexing an identity as a member of a trade. Students were found to read a wide variety of texts, including complex professional texts such as Building Standards, Specifications, Codes and manufacturer’s instructions, as well as tutor-produced course books. Writing was less prominent and included assignment questions, and tests and some preparation for professional writing. Further research into the oral practices of vocational study, based on observation of pedagogical practice, is suggested. Implications for vocational pedagogy include a focus on support for reading. 相似文献
20.
The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. 相似文献