M.E.Ainsworth Tak A Annotaions

Task A Part 1::

Task A Part 1: Annotations

Slide 2:

1. Dr A, Healy. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice. In Dr A. Healy (Ed.), Text Next New resources for literacy learning (pp. 19-36). Newtown, NSW: Primary English Teaching Association. This chapter explores the heart of multiliteracies: Four resources. Multimodal texts and the classroom practice. The ‘designs for learning framework’ is looked at in this chapter and how it reshaped the primary classrooms pedagogy. Four characteristics of multiliteracies are discussed in relation how multiliteracies pedagogy was framed by the four resources model. This chapter also gives an insight into multiliteracies projects in relation to real world text experiences. The marathon project is set in a classroom context where it delves into multiliteracies pedagogy and sets out a structured overview of the classroom project and how multiliteracies is integrated into the project which, through the process of the project students learn spatial, visual, audio, gestural and linguistic processors. Healy, throughout the chapter also draws on the practice of multiliteracies and how the four resources model links together.

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2. Dr K, Dooley. (2004). English literacies in linguistically diverse classrooms. In Dr A. Healy (Ed.), Text Next New resources for literacy learning (pp. 69-84). Newtown, NSW: Primary English Teaching Association. This chapter delves into English literacies in linguistically diverse classrooms. Strategies for teachers with students using English as a second language are discussed throughout this text. It looks at literacy enriched play with a student centered learning context and how the four resources model can not be displaced from literacy learning when a second language is involved. Dooley, also looks at putting these strategies such as literacy enriched play into practiced pedagogy.

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3. Phillips, J, & Healy, Dr A. (2004). The four resources model, aboriginal students and cultural and school literacies. In Dr A. Healy (Ed.), Text Next New resources for literacy learning (pp. 85-100). Newtown, NSW: Primary English Teaching Association. This Chapter looks at the Four Resources Model and how it relates to aboriginal students and learning literacy in school. This chapter is done differently, it provides a scenario about a aboriginal girl, her experiences both culturally and socially and how she interacts and learns in a literacy environment within her school. This chapter then goes on to discuss language and how it is related to identity and culture and how Freda with the four resources model is able to adapt and learn literacy when related to contexts that she understands.

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4. Winch, G, & Holliday, M. (2006). Toward a model of reading . In V Somerset (Ed.), Literacy. reading, writing and children’s literature (pp. 42-60). Melbourne, VIC: Oxford University Press. This chapter looks at models of reading. The main key points to this chapter are: literacy practices, multiliteracies, literacy in the digital age and basic strategies of reading. Multiliteracies in this chapter discusses the two important aspects of multiliteracies, the first discusses the differences of cultural, social and linguistic influences and the second looks at the increase in multimodal texts and how this contributes to the way in which students learn to read and how teachers teach. The four resources modal is discussed and how you use the four components in the classroom in relation to reading, these being text participant, code breaker, text user and text analyst. Finally they give a model of reading diagram which gives a visual of the four resources model and what is used in each.

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5. Livock, C. (2006). The Australian experience is of issues surrounding youth 'at risk', their engagement or re-engagement into literacy learning, and their need for supportive networks. Non formal education provision in Australia for youth at risk , 15. This article looks at issues surrounding youth 'at risk', their engagement or re-engagement into literacy learning, and their need for supportive networks. This articles discuses the importance of literacy for students who are at risk and how they engage with literacy learning. It explains how students who are ‘at risk’ have difficulty re-engaging with literary texts and concepts and in order to re-engage the students a set a teaching pedagogies needs to be implemented keeping in mind the Four resources model and the Multiliteracies framework and how it is integrated into their learning.

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6. Healy, Dr A. (2008). Expanding student capacities: leaning by design pedagogy. In Dr A Healy (Ed.), Multiliteracies and Diversity in Education (pp. 2-29). Melbourne, VIC: Oxford University Press. This chapter looks at learning by design framework. The learning by design framework focuses on knowledge and processing and text design. Knowledge processes works on students’ interests and incorporates trial and error as well as creativity in which students develop knowledge for appropriate communication. Text design shows texts which are taken from five areas: visual, spatial, audio, gestural and linguistic. This chapter looks at how the ‘learning by design framework’ provides a new way for teaching literacy in relation to the curriculum.

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7. Martin, K. (2008). The intersection of aboriginal knowledge’s, aboriginal literacies, and new learning pedagogy for aboriginal students. In Dr A Healy (Ed.), Multiliteracies and Diversity in Education (pp. 58-81). Melbourne, VIC: Oxford University Press. This chapter looks at aboriginal literacies and new learning pedagogy for aboriginal students. It discusses how the standards for aboriginal students in relation to there literacy learning have been very much the same as all other students for many years. It goes on to discuss how many policies and procedures have been looked at and implemented into our literacy programs in order to bridge the gap of literacy level between aboriginal students and that of there fellow Australians. However this chapter discusses with these implementations in place the overall goal has still been unsuccessful. Promoting multiliteracies for aboriginal students has also been delved into, relating multiliteracies to aboriginal contexts in which they understand the literacy material being studied.

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8. Dooley, K. (2008). Multiliteracies and pedagogies of new learning for students of English as an additional language. In Dr A Healy (Ed.), Multiliteracies and Diversity in Education (pp. 102-125). Melbourne, VIC: Oxford University Press. This chapter explores multiliteracies and pedagogies of new learning for students with English as an additional language. It starts of with a classroom scenario and what the class is made up of. It looks at how you would go about changing or adapting your classroom so that the students with (EAL) can learn and understand literacy. It also talks about knowledge processes in relation to belonging and transformation. Finally this chapter delved into ways of enabling students to build portfolios of English languages and capabilities in order to function within society in relation to our multilingual world.

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9. Exley, B. (2008). Communities of learners: early years students, new learning pedagogy and transformations. In Dr A Healy (Ed.), Multiliteracies and Diversity in Education (pp. 126-143). Melbourne, VIC: Oxford University Press. This chapter explores the early year’s students, new learning pedagogies and transformations. This chapter looks at our ever growing and changing society and its impact and relation to our current classrooms and the way in which we teach and what we teach is different from a decade ago. This chapter looks at how as teachers we understand what its like to be a student and have an understanding of different pedagogies and teaching strategies, for students learning literacy in today’s society are more interested and engaged in today’s technology. This chapter also explains the ‘designs for learning’ and how it integrates into literacy learning within the classroom.

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10. Henderson, R. (2008). Mobilising multiliteracies: pedagogy for mobile students. In Dr A Healy (Ed.), Multiliteracies and Diversity in Education (pp. 168-200). Melbourne, VIC: Oxford University Press. This chapter explores mobilizing multiliteracies for mobile students. This chapter draws in the multiliteracies framework and the learning by design framework in order to delve into the task of making literacies curriculum and teaching strategies for mobile students. It also looks at designing literacy learning through a multiliteracies approach drawing on the New London Groups’ approach to literacy. The question is raised in this chapter weather students mobility is an issue in literacy learning and how with different teaching pedagogies it may be overcome.

Task A Part 1::

Task A Part 1: Overview

Slide 13:

In looking at the ten articles presented for this assignment. I believe the articles are linked together as they all relate to literacy learning and how the Four resources Model, multiliteracies and Learn by Design Frameworks can be integrated into the classroom. They also shed light on specific areas on concern or interest, thing such as aboriginal students and how they learn in literacy and Technology (ICT) and how it is changing and shaping the way we teach literacy. The articles discuss the understanding of students in a literal context through the many frameworks provided for literacy. The frame works, are all unique however they do have an overarching purpose and that is to help students engage, Learn and understand literacy. There are many scenarios and teaching strategies suggested throughout the articles which create learning experiences that often include play enriched learning and student centered learning.

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The four resources model breaks down literacy learning into four major categories: Text participant, Text analyst, code Breaker and Text user. Whilst the multiliteracies model has 5 areas of text: spatial, linguistic, gestural, visual and audio. These areas covered in the articles relate to the course modules as the modules and articles suggest that there are many teaching strategies and multiliteracies strategies in place however sometimes they may not work and teachers need to adapt what they already have and know to create a stimulus or teaching strategy that works for them and the group of students they are trying to teach. I believe the research and information that I have gathered from the course readings and other readings will benefit me as a teacher as I now understand the concepts of the four resources model and the multiliteracies framework deeper. With this better understanding I know it will help me in the classroom to be a enthusiastic teacher an use a diverse range of pedagogies to engage and teach my students with literacy.