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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.
Lyn Yates Larissa McLean Davies Lucy Buzacott Brenton Doecke Philip Mead Wayne Sawyer 《Curriculum Journal》2019,30(1):51-68
This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education. 相似文献
3.
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
4.
This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio‐cultural framing of education, for which the videogame L. A. Noire was studied within the orthodox framing of the English literature curriculum at A level (pre‐university) and undergraduate (degree level) in the United Kingdom. A mixed methods approach was adopted. Firstly, students contributed to a gameplay blog requiring them to discuss their in‐game experience through the ‘language game’ of English literature, culminating in answering a question constructed with the idioms of the subject's set text ‘final examination’. Secondly, students taught their teachers to play L. A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles to work through a set of study materials, designed to reproduce the conventions of the ‘study guide’ for literature education. Fourthly, interviews were conducted after each phase. The interviews informed a redrafting of the study materials, which are now available online for teachers. In the act of inserting the study of L. A. Noire into the English literature curriculum as currently framed, this research raises epistemological questions about ‘subject identity’, and the implications for digital transformations of texts for ideas about cultural value in schooled literacy and also the politics of ‘expertise’ in pedagogic relations. 相似文献
5.
In this paper we compare the representation of texts in a sample of Advanced Level English Language examination papers set over the past decade in order to explore the changes in ‘what constitutes English and its assessment’. Prior to the year 2000, texts used in most A Level Language examination papers were usually typeset in a word processed format stripped of original font, layout, accompanying images, and colour, and devoid of the material marks of the texts' ‘history’ and materiality. From 2001, the texts for AQA B examination papers1 have been reproduced in facsimile form to include the original graphology used. This shift in production in the materiality of embodiment has led to a corresponding shift in assessment in the codes of recognition of what constitutes English text, and what counts as English response. The sample of texts that we discuss present an ‘ecology of text’ and an ‘ecology of texts and literacy practices’ on a ‘continuum of multimodality’: from the heavily edited, word processed, linguistically circumscribed texts of the 1990s examination papers, through to the more visually‐dependent texts of 2004 with their manner of writing, typographic detail, colour, and sometimes even complete with creases and stains. Taking a multimodal approach to these texts, we discuss the implications of this change for what is being required of students analysing texts for examination assessment and more broadly for the subject ‘English’ ‐ ‘what English is’. We also consider how this shift problematizes the English work of students, teachers, examiners, and the institutions in which these agents operate. 相似文献
6.
This paper examines the ways in which the interpretation of a literary text is constructed through social interaction in a multi‐ethnic urban secondary school English classroom. The focus is on the literacy experiences of Year 10 students (age 14 to 15 years). We take a multimodal approach to understanding social interaction around texts and show that higher‐order literacy skills are realised and constructed through the configuration of talk and writing with a range of other representational and communicational modes, such as gesture, gaze, movement, and posture. We suggest that despite the exhaustive regulation of literacy and school English, some English teachers, while still curriculum and examination focused, have found strategies that give them space to make connections between texts and the experiences of their particular student intake. They do so in ways that link to wider social and moral issues, drawing on their own and their students' life experiences, to make cultural connections with the texts studied. The paper shows how a multimodal analysis of social interaction facilitates and extends understanding of the teaching that is taking place. 相似文献
7.
Rethinking literacy: communication,representation and text 总被引：1，自引：0，他引：1
Eve Bearne 《Literacy》2003,37(3):98-103
In this article I want to consider shifts in the use of the word ‘literacy’ and the implications for classroom work with texts, particularly the implications of the rapid and radical emergence of new relationships between different modes of representation and communication ( Kress, 2003; Raney, 1996; Unsworth, 2001 ). My concern is to argue that any approach to classroom literacy needs not only to recognise the new forms of text which children meet every day but to give multimodal texts a firm place in the curriculum. Further, if the text experience of young learners about these new combinations of modes of representation are to be realised in the classroom, then we need a framework for describing those texts. An approach which takes account of the rhetoric of design may be a way forward. 相似文献
8.
John Gordon 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):375-390
Background:?The matter of teacher knowledge in the curriculum subject of English is not simple. Certainly it is not easy to delineate what its ‘content knowledge’ should be and how this relates to other aspects of teacher knowledge. In the context of education policy in England, at a time of change when the nature of the subject and its pedagogy are under scrutiny, the issue acquires heightened relevance from an initial teacher preparation perspective. Purpose:?This paper sets out to consider the following questions: how do teachers of English acquire their teacher knowledge? What is known about the nuanced process of teacher knowledge development in English? Curriculum content is one element of teacher knowledge, but in the literary domain of English it does not suffice to specify what and how much should be read. The questions are discussed from the perspective of the knowledge development of postgraduate English teachers during initial teacher preparation. Sources of evidence:?Literature concerning the development of teacher knowledge and expertise both generally and in the curriculum subject of English is critically discussed. Within the literature, the notion of the mentor–novice dialogue is identified as an important way of developing teacher knowledge. Alongside the literature, three illustrative mentor accounts are presented, drawn from the experience of postgraduate students learning to teach English to secondary school pupils. Main argument:?The mentor accounts suggest that the boundaries of English are not easily demarcated. They indicate that the knowledge developed is other than the ‘content’ knowledge that might be acquired through initial degree studies. It is argued that teacher education demands a conception of teaching that takes full account of this knowledge development. At the same time, specific dispositions that do not automatically follow from prior academic attainment appear to be relevant. It is suggested that how these are cultivated, and how they are distinctive to the subject discipline are important questions for initial teacher preparation. Conclusions:?Whatever the new contexts for initial teacher preparation, understanding how teachers acquire and apply ‘teacherly’ knowledge deserves as much attention as the content of a subject or the prior attainment of entrants to the profession. Initial teacher preparation arrangements need to acknowledge the complexity of learning to teach English as a curriculum subject. Learning to teach is a nuanced process, requiring engagement with a dedicated pedagogical content knowledge. In literary English teaching, this comprises attention to micro and macro aspects concurrently, for example through attention to individual texts concurrent with consideration of conceptions of readers and reading. 相似文献
9.
English teaching and learning has taken an interesting shift in Hong Kong schools with the implementation of the New Senior Secondary (NSS) curriculum under the ‘334’ education reform. Situating the paper within the broader considerations of the intersection of Cultural Studies and English teaching, this paper examines the challenges and prospects of teaching the new Language Arts elective called Learning English through Popular Culture module. It is argued that while the module endeavours to connect and motivate Hong Kong students to learn English through popular culture materials, the official curriculum and schemes of work, however, narrowly articulate the teaching of popular culture texts conceived as ‘text-types’. Such a formulaic approach to using popular culture in the classroom is limiting and locks students into a procedural way of ‘thinking’ and ‘doing’ popular cultural texts. The paper concludes by offering some ways forward that might deliver what is otherwise a revolutionary and innovative curriculum. Beyond the specific case of Hong Kong, the curriculum challenge discussed is instructive for other education systems and curriculum scholars looking to develop new pedagogies from the intersecting disciplines of Cultural Studies and English teaching. 相似文献
10.
Anna-Lena Østern 《Zeitschrift für Erziehungswissenschaft》2013,16(3):43-63
This article aims at describing a Norwegian contemporary context as basis for developing a perspective on aesthetic education. The Norwegian concept for Bildung is ‘dannelse’ or ‘danning’. The notion of cultural literacy will be considered as one contemporary conception of Bildung in a Norwegian context. The article consists of three parts. In the first part recent developments of the understanding of what ‘danning’ implies in Norwegian educational context are presented, with special focus on the dynamics between the general and the individual. As the second part of the article a study of arts and culture in Norway is presented briefly. In the third part Gunther Kress’ (Literacy in the new media age, 2003; The conference reading images: multimodality, representation and new media, 2004; Contemporary issues in educational studies and research. An exploration in the frame of a social semiotic multimodal theory of meaning-making, 2012) theory of multimodality, and the concept ‘literacy’, including cultural literacy is introduced. Cultural literacy is suggested to be a concept describing ‘danning’ from the perspective of late modernity. The fourth part of the article comprises the presentation of a few research and development projects focusing on arts, culture and aesthetic education in Norway—with a side glance to Sweden and Finland. The examples illustrate more concretely what an aesthetic education might be. The competence of the teacher is underlined as a prerequisite for qualified teaching of arts subjects, as well as for teaching with an aesthetic perspective as a leading thread in all teaching. Through the focus on meaning making, the aesthetic approach may contribute to the qualification of a conception of ‘danning’ as cultural literacy. 相似文献
11.
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
12.
Maureen Walsh 《Literacy》2008,42(2):101-108
Debates continue in public and in educational policy forums about the ‘basics’ of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the same time, educational policy and national testing requirements are still principally focused on the reading and writing of print‐based texts. This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary times for reading, viewing, responding to and producing multimodal and digital texts. Examples of students' engagement in multimodal literacy are presented to demonstrate how classroom literacy practices can incorporate the practices of talking, listening, reading and writing together with processing the modes of written text, image, sound and movement in print and digital texts. 相似文献
13.
The term ‘close reading’ is problematic for English teachers, yet a heightened awareness of the role that language plays in mediating experience and social relationships is fundamental to an informed and critically engaged citizenry. This essay finds that a focus on abstracted ideological content of literary texts comes at the cost of material, aesthetic considerations of language or ‘literariness’: it is the baby that has been thrown out with the bathwater. The essay argues that a false dichotomy between a literary education as ‘cultural studies’ and the study of ‘Culture’ (with a capital C) has diverted attention from the relationship between words and meaning. It draws on the work of Raymond Williams in contending that a renewed concept of ‘close reading’ should be at the heart of English teachers’ professional practice. 相似文献
14.
Larissa McLean Davies Brenton Doecke Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240
Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century? 相似文献
15.
Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics’ 
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下载免费PDF全文 As well as maintaining the central role of literature, the new Australian Curriculum: English emphasises the multimodal nature of literacy and requires students in primary and secondary schools to develop explicit knowledge about visual and verbal grammar as a resource for text interpretation and text creation. This study investigated the use of visual grammatics in interpreting picture books by students across Years Four, Five, Seven and Ten following an intensive professional learning programme undertaken by their teachers. A proposed framework describes variation in students' interpretive stance from tactical to diegetic to semiotic. Levels of student semiotic understanding are differentiated and differences between students' oral and written interpretations are discussed in relation the need for explicit teaching of written interpretive responses to multimodal literary texts, drawing on an articulated visual and verbal grammatics appropriate to the teaching of English in primary and secondary schools. 相似文献
16.
Jill Colton 《Changing English: An International Journal of English Teaching》2020,27(3):270-284
ABSTRACT How are teachers who identify as “digital literacy trailblazers’ exploring and experimenting with digital tools in their English classrooms? Based on a study of English teaching with digital tools, this paper draws on the case of one secondary school teacher and her year 9 class as they read Diary of a Young Girl (Anne Frank) and engage with three digital applications in their learning about historical context, literary language and narrative voice. The case is presented in order to discuss digital literacy practices in the context of English curriculum and pedagogy. 相似文献
17.
Robin Goodfellow 《Teaching in Higher Education》2013,18(1):131-133
This paper is a critical review of some recent literature around the ‘literacies of the digital’ in schools and higher education. It discusses the question: ‘what does the conjoining of the terms “digital” and “literacy” add to our understanding of teaching and learning in higher education’? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector. 相似文献
18.
Fateha Subhan Begum 《Changing English: An International Journal of English Teaching》2014,21(1):14-23
Through a focused discussion on literature and the reading of texts, this essay explores the cultures and histories students bring into the classroom. I investigate how students approach school and home literacies. At the heart of this research is (some) Muslim male students’ perception of reading and literacy, their sense of what English is and what schooling has to offer them. It aims to understand the complex relationship between curriculum knowledge and out-of-school knowledge. 相似文献
19.
This article moves beyond book-based school ‘wide reading’ to propose constellations of multimodal media, including music videos, fashion parades, literary works, online games and material artefacts, along with associated pedagogies, as sponsors of pleasure. The article, based on empirical research with teachers in an Australian secondary school, proposes how the pleasure teachers experience in textual curation and research during curriculum planning might inform understandings of what reading might be for students. The author also considers the barriers to recognising diverse texts as having merit for study. Featuring Mattel’s Barbie, Kanye West and Andy Warhol, the article demonstrates how curation can inspire a vibrant reading fan culture and asks how teachers and students can negotiate or co-design ‘reading for pleasure’ curricula that make meaningful use of learner desires to seek collaboratively and collate creatively traces of meaning across media. Reading is an inevitable, spontaneous and enjoyable aspect of these practices. 相似文献
20.
Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts. 相似文献