kellee dunn

EDX3270 Assignment 1: e-Portfolio:

EDX3270 Assignment 1: e-Portfolio Kellee Dunn W0101610

Annotation 1:

Annotation 1 Henderson, R. (2004). Recognising difference : One of the challenges of using a multiliteracies approach?. Practically Primary , 9 (2), 11-14. This article discusses the multiliteracy approach to learning by gaining understanding of students’ diverse and cultural background and differences and using the information as a learning resource to integrate into the curriculum. The research piece in this article is regarding a Tongan family who frequently move states; changing educational systems, schools and homes. The children in this family demonstrated successful strategies for coping with their arrival to fit in with their new class, however this adversely disguised the childrens difficulties. Henderson further explores why differences are occasionally not visible to teachers and the possible ways to address the challenge of recognising these differences. Henderson states the importance for teachers to recognise individual students’ differences, question assumptions about students and families and effectively communicate with the student and their family.

Annotation 2:

Annotation 2 Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan (Eds.), Text next : new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English Teaching Association. This chapter studies and presents how teachers can develop and understand subject based literacy and integrate the suitable pedagogies into their lessons to fit in within the contemporary curriculum. The chapter assists student teachers and middle year teachers to understand the literacies of secondary school subject areas whilst incorporating literacy pedagogies. This is shown effective whilst using The Four Resources Model as a foundation which allows the educator to practise their own literacies within the classroom in comparison to the literacies needed within the curriculum.

Annotation 3:

Annotation 3 Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies : changing times changing literacies (pp. 56-81). Newark, DEL: International Reading Association This chapter examines the implications of multiliteracies in terms of pedagogical modifications to help teachers identify characteristics of pedagogy and assist students to become multiliterate. The research conducted indicates that The Four Resource Model used in conjunction with Productive Pedagogies ensures that both lower order and higher order skills are addressed (i.e.: Code breaking and meaning making as well as text user and text analyst practises) If teachers include these components they will have a dynamic pedagogy understanding that addresses multiliteracies.

Annotation 4:

Annotation 4 Schubert, M. (2009). Comprehension activities for the middle years of schooling : teaching and learning to comprehend texts across the curriculum, Literacy Learning : the Middle Years , 17 (1), i-viii This article summarises many strategies for teaching comprehension across the middle years of schooling. It defines the importance of children not only being able to read a text, but being able to understand what they are reading. Schubert states that research suggests an integrated teaching approach that explicitly teaches phonics, vocabulary, grammar, reading fluency and comprehension is regarded highly successful. This article consists of ten classroom activities that helps students activate prior knowledge and retrieve information to give them a better understanding of the text. In conclusion Schubert states the QSA comprehension resource to be very useful discussing comprehension pedagogy consists of literal comprehension, inferential comprehension, creative critical and higher order inference.

Annotation 5:

Annotation 5 The New London Group (1996). A pedagogy of multiliteracies : designing social futures. Harvard Educational Review , 66 (1), 60-92. Retrieved from EJS database. The New London Group constructed this article after the ten authors of the group met up in 1994 to discuss the connections between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they named multiliteracies. Through out the article new technologies are mentioned and are believed to be the influence on the conversion of literacies education. The group presents the argument of the increasing cultural and linguistic diversity within the world today that calls for a much broader outlook of literacy than represented by traditional language-based approaches. The authors’ theoretical outlook at the “What” and “How” of multiliteracies pedagogy are also discussed.

Annotation 6:

Annotation 6 Henderson, R. (2008). It’s a Digital Life! Digital literacy’s, multiliteracies and multimodality. Literacy Learning: the Middle Years , 16 (2), 11-15 This article recognises the increase of technology use in our current society and reflects on essential considerations for teachers of students in the middle years of schooling about the literacy learning of technology know-how. Henderson addresses the importance of the issue of teachers that ignore the students that bring prior knowledge of digital literacies into the classroom and also the wide range of diverse experiences students may have with digital literacies. Although some traditional processes are seen as more effective than technology processes e.g. pen and paper testing; all teachers must recognise digital literacies in order to make a difference to literacy learning.

Annotation 7:

Annotation 7 Burns, L. (2009). Integrating digital literacy in a student-centred learning environment through online learning resources. Practically Primary , 14 (1), 42-45 This article proposes that students of todays generation are digital natives meaning: effectively technology wise. The article details the advantages of using ICT within the classroom to make cross-curricula connections with literacy; Freebody, Reimann & Tiu found uses of ICT increase students' motivation to learn, engagement in learning and their independence in learning. Many online resources are mentioned within the article most are Australian web-based. Further into the article Burns also links the use of engaging digital interactives and analytical reflections to higher order thinking skills, DeBono’s Hats and Blooms framework.

Annotation 8:

Annotation 8 Mills, K. (2006). Critical framing in a pedagogy of multiliteracies. In Proceedings of Australian Literacy Educator’s Association/Australian Association of the Teaching of English National Conference: Voices, Vibes, Visions. Darwin: Australia. This article discusses key findings of a critical ethnography concerning interactions between pedagogy and access to multiliteracies among culturally and linguistically diverse learners. Mills expresses the prominence of constantly changing global context for diversity within classroom. This paper reports significant findings of a study that investigated a teacher's enactment of the multiliteracies pedagogy in the context of a series of media-based lessons in which students designed Claymation movies. the pedagogical strength of the teacher’s enactment of the multiliteracies pedagogy was critical framing, this allowed students to relate meanings to their social and cultural contexts and purposes.

Annotation 9:

Annotation 9 Anstey, M. and Bull, G. (2006) Responding to rapid change: Multiliteracies and ICT. EQ Australia ,Winter, 17–18. This article defines the importance of responding to the rapid changes of multiliteracies and ICT with the education system. In order to successfully prepare students for literate futures; change must occur at a whole-school level, as well as at the individual and classroom level in order. The article discusses the design and the outcomes of the Multiliteracies projects. These projects achieved substantial and sustained growth in knowledge, pedagogy and practice.

Annotation 10:

Annotation 10 O’Rourke, M. (2005) Engaging students through ICTs: A multiliteracies approach. TechKnowLogia . Retrieved from http://www.techknowlogia.org/TKL_active_pages2/TableOfContents/main.asp?IssueNumber=16 This paper questions and discusses how ICT can be utilized to both engage students and better prepare them to face the challenges they will meet in their future of work, social citizenship and family life. O’Rourke presents this paper outlining five major themes: Rules of Engagement, From the Field, The Big Picture, The Whole Picture and The Conclusion. The ending statement of this paper draws conclusion and defines the importance of the article subject itself- “If we are to extract maximum benefit from ICTs, both in terms of engagement and learning, a futures oriented approach that prepares students to ‘read’ the world and communicate through multiple modes of communication is necessary preparation for functioning in an increasingly technologized society.”

Overview:

Overview Literacy is a crucial element in the society we live in. It allows students to develop reading, writing, analysis and social skills that will eventually expand into essential life skills needed throughout the individuals entire life. In todays’ society of the 21st century, we are entering a world of constant, rapid changes revolving around technologies. Students have gone from using print outs and text books to interactive online resources available through a variety of technology. The world is ever-changing and so the strategies of teaching must also change in order to keep the balance. The ten articles I chose to annotate I found from a variety of sources including course readings, educational websites and the current course and previous literacy courses textbooks. While examining and further researching the ten articles I found an obvious link within multiliteracies and multiliteracies pedagogy.

Slide 13:

Between four annotations there is a strong link of ICT importance within the literacy curriculum. Both articles prove students to be more engaged and willing to learn whilst learning literacies using technology devices. In one of the articles it is stated that, ICT used within all curriculum areas can be utilized to both engage students more and better prepare them to face the challenges they will meet in their future of work, social citizenship and family life. It is very important for all current and future teachers to have a deep understanding of multiliteracies, be aware of diversities, recognise individual students’ differences and effectively embrace the new literacies pedagogy. For a teacher to be successful with teaching multiliteracies to students they will have to continually evaluate their own teaching strategies and appropriately change them if needed. It is essential for the teacher to apply different teaching styles within the classroom and also to reflect on their practises.

Slide 14:

I believe the ten articles I chose to be highly relevant information for anyone wanting to discover the importance of literacy across the curriculum and how it can be supported and developed throughout educational settings and society.

References:

References Anstey, M. and Bull, G. (2006) Responding to rapid change: Multiliteracies and ICT. EQ Australia ,Winter, 17–18. Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies : changing times changing literacies (pp. 56-81). Newark, DEL: International Reading Association Burns, L. (2009). Integrating digital literacy in a student-centred learning environment through online learning resources. Practically Primary , 14 (1), 42-45 Henderson, R. (2004). Recognising difference : One of the challenges of using a multiliteracies approach?. Practically Primary , 9 (2), 11-14. Henderson, R. (2008). It’s a Digital Life! Digital literacy’s, multiliteracies and multimodality. Literacy Learning: the Middle Years , 16 (2), 11-15 Mills, K. (2006). Critical framing in a pedagogy of multiliteracies. In Proceedings of Australian Literacy Educator’s Association/Australian Association of the Teaching of English National Conference: Voices, Vibes, Visions. Darwin: Australia. O’Rourke, M. (2005) Engaging students through ICTs: A multiliteracies approach. TechKnowLogia . Retrieved from: http://www.techknowlogia.org/TKL_active_pages2/TableOfContents/main.asp?IssueNumber=16 Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy, & E. Honan (Eds.), Text next : new resources for literacy learning (pp. 51-67). Newtown, NSW: Primary English Teaching Association. Schubert, M. (2009). Comprehension activities for the middle years of schooling : teaching and learning to comprehend texts across the curriculum, Literacy Learning : the Middle Years , 17 (1), i-viii The New London Group (1996). A pedagogy of multiliteracies : designing social futures. Harvard Educational Review , 66 (1), 60-92. Retrieved from EJS database.