ELA200_genre

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Dr. Ania Lian Charles Darwin University, Australia

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ELA200:

ELA200 SS2015 We act in order to impact

Slide2:

Purpose We are now shifting focus to Assignment 2 We will now summarise what we know, how is this knowledge engaged in the newest research and what does this mean for Assignment 2. The key focus of today’s class is to show that language use is about exercising and being impacted by power relationships. Nobody just talks, nobody just “creates meanings”. We all talk to exert an intended impact ---- In short, we play to win. Even if you want to be humble, you are still doing this for a reason. Teaching literacy skills therefore is about teaching children to grow awareness regarding how texts create the world and the people. Throughout the remaining weeks we will look at how to do so. How can we work with 5 year olds, teach them literacy skills i.e. the skills which are necessary for children to participate in social contexts informed and able to assert their authority in (discursive) contexts. We say contexts are discursive. This means they are not natural. We name the world and then we enact those meanings. After a while everyone believes that the world looks in a particular way. Being able to reformulate these contexts, to turn the situation around, to create positive outcomes is a trick. However, reading and writing will not help here. Reading and writing are tools that are needed to explore the different ways in which we frame the world. So it follows that to teach literacy as reading and writing per se is boring and useless. However when literacy is taught as a tool for self-discover, we are talking about LIFE and that is interesting and important to all children/people.

Slide3:

That which we know already Literacy is a tool which allows us to expand our social   engagements If we think of text as " con- versation " (which it is), context then is a product of what we know and what we want to achieve through our (symbolic) engagements . CON = with VERSE -> whose text do we draw on to create a new text? (power) – We never just talk. Each time we open our mouth, we draw on sources of power. When your mum asks you to open a window, she knows she can ask you this. The trick is to be conscious of these power relationships. This helps everyone see what kind of world / relationships/ society we (re)-create with our texts, through reading and interpretation. We use literacy to generate impact (on us and directly and indirectly on others ) Literacy then can be thought of as our ability to read and impact on that context with the help of: conceptual tools (articulated through General Capabilities in  the Curriculum ), and   technologies invented to maximise this impact (pen, book, computer etc .)  . Technologies help us as,  eg ., it is easier and faster to send an email than to carry to Thailand a text written on stone  tablets, it is easier to create a newsletter than to run from door to door and re-tell the same story.

Slide4:

Example of using literacy (LOTE) to exercise power

Slide5:

Why are people screaming when he sings in Spanish? Does this have anything to do with the meaning? What is he drawing on? Is that in the words, or… in ?? Or is it in the feeling he generates? Why this emotions? Play the video by placing the mouse under the pic and look for a play arrow The singer wants to win x-factor so watch how he does it and why

Slide6:

Pierre Bourdieu’s term: Educational Capital (what can he do?) (ACARA critical / creative capabilities) He knows both languages (shows he is a smart “global” guy ). He also knows that his audience is diverse. Pierre Bourdieu’s term: Social Capital (with what parts of the society is he creating relationships?) (ACARA personal / social capabilities) Connecting with the audience who is diverse, not just Spanish. The singer can’t cover each language spoken in Spain but his use of a language other than English (LOTE) generates response in all ethnic communities who feel to be a part of America Pierre Bourdieu’s term: Symbolic Capital (what is the message)? (ACARA ethical / intercultural capabilities) Spanish counts and diversity counts! Some concepts: you can see that General Capabilities from ACARA draw on the sociological work of Professo r Pierre Bourdieu, a very well-known sociologist.

Slide8:

Explore media for their relevance to building communities. Engaging Asian cultural experts to help out Engaging Indigenous cultural experts to help out Maybe agree to create a website to link with a sister school Identify what to include on the website. Engaging Asian cultural experts Engaging Indigenous experts Age, interest & purpose relevant Engaging Indigenous experts Engaging Asian cultural experts Age and interest relevant Assess the impact of the images, resources and communication tools

Slide9:

The genre of comedy works by the author breaking audiences expectations. For example, the name of the devil is … Toby : ) The genre of persuasion works by building on audiences expectations and do so frequently by covering up lack of critical thinking. For example, nudity in ads to sell objects – there is no real link between nudity and the quality of cars. Another example is to use refer to “people’s feelings” even if these feelings do not reflect reality as it is. When the government says: kids cant read and our teachers fail, this is really not true. Any profession can be improved but to ay that the entire profession fails kids is to create an emotion in voters.

Slide10:

We will work some more with these text to illustrate how we can work with literacy as a tool of empowerment

Slide11:

Expert Reader I will show you how you can engage intonation graphs in your teaching and why you should do so

Slide12:

Appendix During the Collaborate session someone asked about Direct Instruction (DI) As you know, I have sent you a paper written by 3 teachers (Master Students at the School of Ed, CDU) and myself on this issue. In this paper we showed that DI violates the curriculum, is based on no evidence and it draws on old-fashioned thinking the basis of which was challenged already in the 19 th century and current disciplines like physics, mathematics or semiotics would dispute every assumptions on which DI is based.

Slide13:

Next class: Evidence – based learning. Innovation and what does this mean to designing units of work.

Slide14:

Thank you

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