‘This an exciting publication that offers authentic approaches for educators to meet challenges of the literacy that students need in our evolving digital landscape.’ Maureen Walsh, Adjunct Professor, Australian Catholic University and Honorary Professor, The University of Sydney ‘In this significant new text, Cathy Burnett and Guy Merchant foreground the affective, embodied and emergent nature of making meaning with new media.’ Teresa Cremin, The Open University The rise of new media technologies has changed the ways in which children engage with texts and this has implications for literacy provision in schools. Drawing on research exploring new media practices within and outside school, this book explains and encourages classroom activity that makes purposeful and appropriate use of these literacies and is underpinned by a set of guiding principles for teaching literacy in contemporary times. Key topics include: • Building on children’s experiences in and out of school • Supporting children to draw on multiple modes and media to develop and convey meaning • Developing a responsive approach to literacy provision • Investigating ways of encouraging collaboration through and around digital media • Encouraging children to use digital media safely and advantageously This is essential reading for primary English or elementary language arts modules on initial teacher education courses including university-based and schools-based routes into teaching and also for current teachers wishing to enhance their own literacy teaching. Cathy Burnett is Professor of Literacy and Education at Sheffield Hallam University. Guy Merchant is Professor of Literacy in Education at Sheffield Hallam University.
Chapter 4: Acknowledge Diverse Modes and Media
Acknowledge Diverse Modes and Media
Literacies have always been multimodal, but an explicit recognition of multiple modes can enable children to explore, develop and convey meanings in ways that might otherwise be overlooked. Opportunities to create using multiple modes help learners to explore ideas and possibilities in more nuanced ways, and digital media certainly make this easier. A specific knowledge of alphabetic representation and visual design are an integral part of this. However, these are not separate skills but develop in tandem alongside other modes of communication.
This chapter will:
- outline how research studies have contributed to our understanding of the key characteristics of new forms of communication
- examine how media and modality can be used to describe children’s textual repertoire
- explore how teachers ...