‘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 7: Use Playful Pedagogies
Use Playful Pedagogies
Schools have a role to play in providing risk-free environments in which children may follow passions, experiment, explore, gain feedback and consider alternatives. For teachers, this means adopting playful pedagogies and allowing work to take new or unexpected directions.
This chapter will:
- examine the use of a ‘playful pedagogy’ which involves a willingness to be open to unexpected directions as children make meanings using digital and non-digital resources
- provide examples of what can been achieved by encouraging children’s playfulness
- explore how teachers can approach teaching playfully
- consider why a playful pedagogy may be particularly well-suited to developing 21st century literacies.
Improvisation and schooling
The sort of free-flowing explorations that are associated with the use of digital media in everyday life do not sit easily with ideas ...