One of the goals I aim to achieve during my career is to
one day become an English subject leader, which I feel this module has helped
me prepare for in terms of my awareness of the impact of technology on
literacy, as well as providing me with ideas for suitable strategies and
multiliteracies that can work effectively and successfully. There are a range
of conflicting arguments regarding the use of technologies within literacy
lessons, highlighted throughout this module. All of which would have to be
considered with scrutiny by an English subject leader.
Firstly, this module
highlighted something very significant to me: the changing face of literacy
(Dean, 2010). Dean (2010) argues
that there is more to being literate today than the ability to read and write,
implying that being literate also means being able to use and interpret
different forms of media such as film, and emailing. Agreeing with this is
Merchant (2007, pp. 1) who explains that as a result of this, schools must
‘equip children for the literacy of the future’, by helping them to develop a
fluency in ‘digital literacy’ as well as in its traditional forms. Bearing this
in mind, an English subject leader would need to consider how to address these
new forms of literacy in order to meet the demands of today’s young people
(Evans, 2005) whilst still conforming to the more traditional aspects of the national
curriculum.
As a
result of the changes regarding the definition of literacy, this module has
brought to light many positive views and strengths of using multimodal texts
within the literacy curriculum. As an English subject leader, it is argued
there would be many benefits of implementing the use of multimodal texts in
literacy to support reading and writing. One of the main strengths being the familiarity
of children with texts on-screen and on paper of which merge pictures, words
and sound (Bearne and Wolstencroft, 2007). Both Stafford (2009) and Millard and
Marsh (2001) agree that provided a suitable comic or graphic novel is chosen
then this form of multimodal text can be used to motivate and engage children
who are less interested in reading. Furthermore, it could be argued that by
reading multimodal texts children are experimenting with reading other types of
texts (DfES,2006). In addition, the use of multimodal texts conforms to the
national curriculum as they can encourage children to identify
and discuss themes and conventions in and across a wide range of writing (DfE,
2013).
Having discussed and
read relevant literature on the debates around popular culture in the classroom,
it would be beneficial to consider the positive implications of introducing popular
culture into literacy lessons as the English subject leader. Marsh, Brooks, Hughes,
Ritchie, Roberts and Wright (2005, pp. 13) state
that ‘young children’s use of popular culture, media and new technologies is of
central importance in the provision of educational, social and cultural
experiences that are appropriate to children in contemporary societies.’ With
this in mind, as English subject leader it would be my responsibility to
encourage teachers to find out about, show interest in and appreciate children’s
interests in an attempt to make school more meaningful for their pupils (Evans,
2005).
A further implication
as English subject leader would be to take into account the negative views that
may arise by incorporating new technologies and popular culture into the
literacy curriculum. Lambirth (2003) found that many teachers were against
using popular culture in class with the view that: “they get enough of that at
home”, and so to avoid disputes the correct balance between new types of
literacy and the old must be established. Marsh
et al (2005 pp. 5) emphasise this believing that it is possible for children to
live well balanced lives with ‘popular culture, media and new technologies
playing an important, but not overwhelming role’.
Finally,
this module has highlighted one of the major concerns regarding using more ICT
within the curriculum; this being the level of teacher confidence and knowledge
in using ICT in comparison to children who are now known as ‘digital natives’
(Future Lab, 2010; Prensky, 2001; Palfrey and Gasser, 2008). As English subject
leader it would be important to liaise with the ICT subject leader in order to
provide staff with adequate training in order to be able to confidently and effectively
use the technologies to their full learning potentials.
This
informative and enjoyable module has put into perspective the impact of
technology on literacy, linking theory with practice. Through undertaking work with
various digital literacies during seminars and with children during the school
visits, this module has demonstrated how effective the use of new technologies
can be in extending children’s learning and providing them with new
opportunities (Waller, 2008), as well as highlighting the implications and
potential barriers of using such technologies and multiliteracies in the
classroom.
Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing-
Multimodal Literacy 5-11 London: Paul Chapman Publishing
Dean (2010) Rethinking Literacy in: Bazalgette, C.
(ed). ‘Teaching Media in Primary Schools’
London: Sage publications Ltd
DfE (2013) The National
Curriculum in England: Framework Document [online]
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf
(accessed 31/03/14)
DfES (2006) PNS
Primary Framework for Literacy [online] at: http://www.educationengland.org.uk/documents/pdfs/2006-primary-national-strategy.pdf (accessed 29/03/14)
Evans, J. (2005) Literacy Moves On: Popular culture, new
technologies and critical literacies in the elementary classroom Portsmouth:
Heinemann
FutureLab (2010) Digital Literacy Across the Curriculum (Sections 3.1-3.4 Digital Literacy in Practice) http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf (29/03/14)
Lambirth, A. (2003) ‘”They get enough of that at home”:
Understanding aversion to popular cultures in schools’ Reading 37(1)
pp.9-13 (pdf on LN)
Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts,
S. Wright, K (2005) Digital beginnings: Young children’s use of popular
culture, media and new Technologies University of Sheffield (Section 2.10 p.46;
Sections 3.2 & 3.3 p48/49)
Merchant, G. (2007) Writing the future in the digital age Literacy 41 (3)pp118-128
Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading
choices' Cambridge Journal of Education, 31:1, 25 - 38 (pdf)
Palfrey, J. and Gasser, U. (2008) Born Digital: Understanding the First
Generation of Digital Natives New York: Basic Books
Prensky, M. (2001) ‘Digital Natives, Digital Immigrants,
Part II: Do They Really Think Differently?’ in On the Horizon 9
(6) (pdf on LN)
Stafford,
T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature:
Making stories work in the classroom Abingdon:Routledge (pdf)
Waller, T. (2008) ‘ICT and Literacy’ in: Marsh and Hallet (eds) Desirable Literacies: Approaches to Language and Literacy in the Early Years London: SAGE Publications Ltd
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