LLED 449! Teaching Adolescents Literature! July 13 th 2015

Transcription

1 LLED 449! Teaching Adolescents Literature! July 13 th 2015

2 Before we begin Reminder: Complete 5 posts/comments on the blog. Reader Journal check-in Wednesday. Presentation check; book titles. From Jo-Anne s talk: Book titles. History. Teaching about/with empathy/emotion.

3 Picture Books Working in pairs: Silently read through the picture book. Discuss what you liked, disliked etc. about the book. Decide whether or not you would use the book in your class and/or what units would you use the book and/or what grades. Choose one evocative image from the book. Try to go through at least 2 books (or part of a book).

4 New Literacies Coiro, Lankshear, Knobel & Leu (2008) Increasing technologies à increasing awareness of NL in relation to youth. Literacy is no longer a static construct it has now [become] a rapid and continuous process of change in the ways we read, write, view, listen compose and communicate. (p. 5) Literacies must be viewed with a larger mindset: as adaptable, as developing critical awareness of its use(s) and are site specific ; deictic.

5 New Literacies What does it mean to be new? Largely based on how you view/define literacy. Plural or singular? Variations in terms: 21 st century literacies, Internet literacies, digital literacies, new media literacies, multiliteracies, information literacy, ICT literacies, computer literacy, etc. Variation in definitions: New literacies as social practices (Street) à NLS. Requiring new strategies because of the Internet (Leu). New discourses (Gee) à Big D or little d? Semiotics (Kress, van Leeuwen). Multiliteracies (NLG). Multimodal (Hull, Serafini?)

6 New Literacies New technologies à new skills, social practices, strategies. Global and Participatory. Are deictic; changes as technology changes. Are multiple, multimodal and multifaceted.

7 Multiliteracies Mulitiliteracies (New London Group, 1996). Multimodal ways of meaning making. Awareness of cultural and linguistic diversity, connected to local and global communities. Schools must adapt to the shifting social activitiesnot a melting pot anymore.

8 Multiliteracies (the Why? Where?) Literacy pedagogy today must adhere to social change. Work Lives Shift Power structure à Different skills, language set. Public Lives. Diminishing levels of citizenship, power, public spaces à Civic pluralism. Private Lives. Lack of diversity, more public à To negotiate various lifeworlds.

9 Multiliteracies (the What?) Based on the concept of design, with three elements that develop meaning making as being active and dynamic. AVAILABLE DESIGNS. DESIGN. REDESIGN DESIGN ELEMENTS: Linguistic, Visual, Audio, Gestural, Spatial, Multimodal- the latter representing the dynamic interaction of the other modes.

10 Multiliteracies (the How?) Theory of pedagogy must include views of mind, society and learning [and] is based on the assumption that the human mind is embodied, situated and social [where] human knowledge is embedded in social, cultural and material contexts (p. 82). Four Factors: Situated Practices in combination with Overt Instruction, Critical Framing and Transformed Practices.

11 Multiliteracies (the When?) NOW!!! Implementation is slow. Education is not keeping up with the social changes.

12 Multimodality Ocularcentric society (Mirzeoff, 1998). The world shown is different from the world told (Kress, 2003). Serafini, F. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent & Adult Literacy, 54(5), Multimodal texts: incorporating multiple modes visual, hypertext, graphic design, print, etc. Three modes of analysis: Art theory & criticism, visual grammar (e.g. Kress, van Leeuwen), media literacies (e.g. Messaris).

13 The Island In groups of 3-4: Read through the book. Discuss: Did you like the book? Would you use it in your classroom? What aspects of frontloading are required? Are there any intertextual elements that require attention? What grade would you teach the book? Refer to the activity handout for further analysis.