creating contexts for multiple literacies learning experiences...creating a sample recipe from a...
TRANSCRIPT
Creating Contexts
for
Multiple Literacies Learning Experiences
Dr Anh Le, Skillsplus SEE program ([email protected])
Rakesh Saha, Skillsplus SEE program ([email protected])
m001 - C11
Outline
• Changing Concepts of Literacy
• Literacies in Plural Form
• Multiple Literacies: The What in Curricula
• Multiple Literacies: The How – Multiliteracies Pedagogy
• Multiliteracies Pedagogy in Practice – Beginner Class
• Multiliteracies Pedagogy in Practice – Higher Level Classes
Changing Concepts of Literacy
Alphabetical literacy (words, sentences, texts,
literatures; reading, writing, speaking,
listening, numbers; print-based, context-free
psychometric texts)
Whole Language(construct meaning of
texts in social contexts)
Language Experience
(language related to one’s own experience)
Multiple Literacies(words, numbers, images, signs, etc. in integration)
Functional Literacy(perform tasks in one’s domestic, work, public
life)
(Balatti et al., 2006; Cumming, J., & Van Kraayenoord, C. E., 1996; McKenna & Fitzpatrick, 2004).
Literacies as Plural – Multiple Literacies
Types and Levels New Literacies Multiliteracies• Basic Literacy-decoding written texts
• Functional Literacy – vocational
• Critical Literacy-empowering/transforming
• Multiliteracies –multidimentional
(Rassool,1999, in Lonsdale & McCury, 2004)
• Lingering basics-school
• New basics-work
• Elite literacies-abstracts/higher thinking
• Foreign language literacy-global economy
(Lankshear, 1997, in Lonsdale & McCury, 2004)
• scientific literacy
• ethics literacy
• health literacy,
• computer literacy
• financial literacy
• environmental
literacy
• media/information
literacy
(in Lonsdale & McCury, 2004)
• with multiple modals/modes:
+ linguistic+ visual+ audio+ gestural+ tactile + spatial
• in Multiple contexts+ work+ civic+ private life(Cazden, et.al, 1996) – The New London Group
Fully specified in curricula but On-going debate
Multiple Literacies: The “What”
The ACSF, CGEA and EAL frameworks all:
• cover the basic: phonics, phonology, syntax, texts; and learning, reading, writing,
speaking, listening & numeracy skills
• emphasise multiple contexts and functions: literacy for personal, community,
employment & further education purposes
• include multimodality: digital texts in addition to print-based texts
• extent to new literacies: elective units for Health, Environment, Computer Skills, etc.
Debates:
• Policymakers’ critique: practitioners’ focus on basic skills at the cost of functional skills
• Literacy educators’ critique: policy-makers’ emphasis on functional literacy at the cost of
social literacy
Multiliteracies Pedagogy
Multiple Literacies: The “How”a
Cope, B. and Kalantzis, M. (201, p. 5)
Who are the learners?
Multiliteracies Pedagogy in Practice - Beginner Class
The Learners
factory workers jobseekers
Parents/grand parents
carers
patientshairdressers
Cooks/kitchen hands
farmers
machinists
Learners’ Needs for Digital Literacy
Multiliteracies Pedagogy in Practice – Beginner Class
looking for a job
further study managing health issues
managing personal life
Multiliteracies Pegadogy in Practice – Beginner ClassDigital Literacy Unit– Situated Practice/Experiencing the known
Multiliteracies Pedagogy in Practice – Beginner ClassDigital Literacy Unit – Situated Practice/Experiencing the New
Benefits of mobile devices
Class Survey on experience of using mobile
devicesRecording
Survey Results Need exposure to digital texts
Multiliteracies Pedagogy in Practice – Beginner Class Digital Literacy Unit – Situated Practice/Experiencing the Known and the New
The Known: Familiar and Relevant Context
The New: Relevant and in Approximate Zone for Digital Literacy Development
+ Class Graduation Party for three students’ completion of training at the end of the month
+ Read and create online invitation cards
+ Class tradition to invite the whole centre staff to the party
+ Create a Party Menu using Microsoft Words and the internet
+ Students’ cooking talents (party attendants often request recipes for their favourite dishes)
+ Create written and digitalrecipes of students’ own party dishes
Multiliteracies Pedagogy in Practice – Beginner ClassDigital Literacy Unit – Instructions for Creating Online Invitations
Multiliteracies Pedagogy in Practice – Beginner ClassDigital Literacy Unit – Applying instructions to create invitations online
Multiliteracies Pedagogy in Practice – Beginner ClassDigital Literacy Unit – Learners’ Critical Analysis of Invitation Designs
Multiliteracies Pedagogy in Practice – Beginner Class
Digital Literacy Unit – Overt Instruction & Analysis of Online Recipes
Multiliteracies Pedagogy in Practice – Beginner ClassDigital Literacy Unit – Instruction, Analysis and Application
Creating a sample recipe from a student’s dish – Whole Class Work
Multiliteracies Pedagogy in Practice – Beginner ClassDigital Literacy Unit – Application – Students’ Recipes
Different Contexts for Multiliteracies for Higher Level Students
5/30/2016
Self-employment : Designing Flyers
Planning
Researching
Publishing
Focus was on:
• using MS Word• typing• researching • keyboard shortcuts• editing• creative writing
Analysing
5/30/2016
Self-employment: Designing Business Cards
•Students used MSPublisher to design theirbusiness cards
• The cards were used topromote personal skills at
Skillsplus has got
talent
5/30/2016
Self-employment: Basics
5/30/2016
Presentation by
Vladimir Kiselev
Self-employment: Cashing in on Hobbies
( a Maene Toefa presentation)
5/30/2016
Earning while Learning: Growing Mushrooms
5/30/2016
Earning while Learning: Hands-on Approach
5/30/2016
Health: Sharing Knowledge and Passion
- Richard Anthony Bernon
By Nancy
Liu5/30/2016
5/30/2016
Mutiliteracies Pedagogy in Practice: Richard’s ‘Mental Health’ Project
• Richard joined the SEE program in July,2015.
• He completed a Bachelor degree in MentalHealth from Deakin University.
• He was struggling to find employment due tohis lack of experience.
5/30/2016
Richard’s Goals:
Employment in “health promotion” “Community work”
5/30/2016
Initiation:
• Richard was asked to undertake a project• Scaffolding was provided in form ofcompleted student work
• Received feedback on a regular basis• He had the opportunity to work with CALDclients at Skillsplus, Frankston to have anunderstanding of his target audience.
• Delivered a trial lesson
5/30/2016
Experiencing:• Richard used Power Point slides topitch his ideas ( a trial lesson). It wasorganised to give him theopportunity to ‘share’ informationwith a diverse cohort (mostly CALDclients).
• Richard delivered his presentationin a familiar setting (at FrankstonSEE class where he was enrolled)prior to delivering it at otherSkillsplus sites (Cheltenham,Springvale and Dandenong).
5/30/2016
Analysing + Critical Thinking + Overt Instruction :
Richard’s self-analysis (areas of improvement):
• Need to speak slowly.• Couldn’t get through some of the students due totheir lower English proficiency.
Feedback Richard received from his trainer (keypoints):• Change the structure ( Presentation → Workshop)• Elicit information from the clients beforeintroducing the topic ( try to relate the topic withtheir personal experience).
• Grade your language of delivery• Make it interactive ( a lot of students lost interestafter the first 5 minutes) – think of having engagingactivities.
• Use more visual cues
5/30/2016
Analysing + Critical Thinking+ Overt Instruction :
On the basis of the feedback, Richard made necessary changes -
• Re-structured• Added a questionnaire at the start• Used interesting hypothetical
scenarios for group work• Used pictures for his narrative
( also as trigger for discussion)
5/30/2016
Applying :
• Richard conducted 5 workshops across 3 Skillsplus sites (August, 2015 –September, 2015)• The learners found Richard’s sessions informative, useful and practical.• He was offered a volunteering opportunity for the Certificate I in Workplace Education
program at Skillsplus, Springvale (February, 2016).
References
• Balatti, J., Black, S., & Falk, I. (2006). Reframing adult literacy and numeracy course outcomes: A
social capital perspective. Retrieved July 2009, from National Centre of Vocational Education
Research http://www.ncver.edu.au/research/proj/nr4L05s.doc
• Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., et al. (1996). A pedagogy
of multiliteracies: Designing social futures. Havard Education Review, 66(1).
• Cope, B. & Kalantzis, M. (2015) The thing you do to know: An introduction to the pedagogy of
multiliteracies. In B. Cope, & M. Kalantzis (Eds.). (2015), A pedagogy of multiliteracies: Learning
by design (pp. 1-36). London: Palgrave.
• Cumming, J., & Van Kraayenoord, C. E. (Eds.). (1996). Adult literacy and numeracy: Assessing
change. Melbourne: Language Australia Ltd.
• Lonsdale, M., & McCurry, D. (2004). Literacy in the new millennium.
• McKenna, R., & Fitzpatrick, L. (2004). Building sustainable adult literacy provision. Adelaide:
Australian National Training Authority.