PML 8Building a Learning Environment to Support Multiliteracies

Agenda

Reminders about blog posts

Discussion of Kajder article

Questioning techniques

Return to the 4 Resources Model (and briefly look at 3D Model)

Questions for next week?

Kajder Article DiscussionSituating the Conversation: New Literacies, Technology and Learning in the English Language Arts ClassroomAt your table, generate one or two discussion questions that you could use to engage in meaningful conversation about the article with another group of students in this class.

Areas of focus:

•Jassar’s story

•Teaching in a “New English Classroom”

•Unpacking Adolescent Literacy: An NCTE Policy Research Brief

•Reseeing Jassar’s story

•Reseeing the Classroom through Theory and Research

•Looking at our Practice

Generating Effective Discussion Questions

Concept Attainment

Q-Chart

Four Resources Model

What do competent readers do?

What are the implications for us as teachers?

Code BreakerHow do I crack this text?

How does it work?

Is there more than one semiotic system operating here?

If so, how do they relate?

What are its (their) codes and conventions?

How do the parts relate singly and in combination?

Code Breaker

Read this passage and answer the questions. At your table, have several people to read it aloud; see if they pronounce the words in similar ways.

The tok gorded the bick and then rambushed the smole because the smole was a ringlebeck.

Code Breaker

1) Why were several people able to read this aloud with fairly similar pronunciation? Think about your knowledge of letter and sound combinations (graphophonic cueing system).

2) Were you able to answer the questions successfully? What was it that helped you with this? Think about your knowledge of the order of words in a sentence (syntactic cueing system).

3) Do you have any idea what this text isabout? That is, do you know what a ‘tok’ is, or a ‘bick’ or ‘smole’? What does ‘rambushed’ mean? (Semantic cueing system.)

Code Breaker

The code-breaking practices applicable to the alphabetic characters of the printed word are necessary—but not sufficient for reading the texts of today and the future.

Reflection: What other types of code-breaking practices do today’s and tomorrow’s students need?

Meaning MakerHow are the ideas in this text sequenced—do they connect with one another?

Is the text linear or nonlinear; interactive or non-interactive?

How does this affect the way I make meaning?

What prior knowledge and experiences might help me make meaning of this text?

How will my purpose for reading, and the context in which I am reading, influence my meaning making?

Are there other possible meanings and readings of this text

text?

Meaning MakerConsider these two beginnings to a text:

1 Once upon a time there was a king called Richard whose lands extended from one great ocean to another …

2 In the late 14th century, King Richard had charge of the lands from the English Channel to the Irish Sea…

Write down your predictions about these two texts. What is their purpose, the context in which they might be used, and the genre? How do you predict each text will unfold? What content do you expect?

Meaning Maker

What social, cultural and reading knowledge and experience did you draw upon to make these predictions?

Could your students’ prior reading experiences make it difficult for them to read these texts?

Text User

What is the purpose of this text, and what is my purpose in using it?

How have the uses of this text shaped its composition?

What should I do with this text in this context?

What will others do with this text?

What are my options or alternatives after reading?

Text UserList and compare the reading tasks associated with shopping online and over the counter.

Consider the reading tasks in each setting in terms of the code-breaker and meaning-maker resources used.

Now consider the text-user resources used. How do the structures of the texts encountered in these two settings reflect their respective purposes and uses?

How did your social behaviour and the use of other modes vary between the online and face-to-face shopping experiences?

Text Analyst

What kind of person, with what interests and values, produced this text?

What are the origins of this text?

What is the text trying to make me believe and do?

What beliefs and positions are dominant in the text?

What beliefs and positions are silenced or absent?

What do I think about the way this text presents these ideas, and what alternatives are there?

Having critically examined this text, what action am I going to take?

Text AnalystConsider the following clip:

QuickTime™ and a decompressor

are needed to see this picture.

Text Analyst

What beliefs and positions are dominant in the text?

What beliefs and positions are silenced or absent?

What do you think about the values and ideologies conveyed in this text?

4 Resources Model

Handed out on second

day but also in OWL

3 D Model

Similar to 4 Resources but describes three “dimensions” of literacy, whereas the 4 Resources model looks at the types of resources of skill sets that readers must have.

Questions

What’s left? What do you want to know? If I don’t have the answer I’ll try to bring in someone who does.

For next week:

Please read:

Jenkins, H., with Clinton, K., Purushotma, R., Robison, A.J. & Weigel, M. (2006) What should we teach? Rethinking literacy. In Confronting the challenges of participatory culture: Media education for the 21st Century. p. 19-56 (whitepaper)