Literacy in the middle years of schooling 2006 - PowerPoint PPT Presentation

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Literacy in the middle years of schooling 2006

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... political cartoons and current affairs programs are juxtaposed to draw out the ... and advertorials' are compared as a way of examining how particular texts ... – PowerPoint PPT presentation

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Title: Literacy in the middle years of schooling 2006


1
Literacy in the middle years of schooling 2006
  • Understanding students in the
  • middle years

2
  • coming to shared understandings about the
    contested nature of language and literacy
    education
  • examining literacy, multiliteracies and critical
    literacy pedagogy
  • developing shared understandings about reading
    practices, particularly the four practices of the
    literacy learner as elaborated by Luke and
    Freebody and then
  • working towards a shared consciousness of what
    efficient and successful readers know and are
    able to do when they engage with diverse and
    complex texts.

3
  • Young people need to be able to navigate,
    negotiate, control, deconstruct and manipulate
    complex and diverse traditional as well as
    multimodal texts. The students in our Middle
    Years classrooms must be explicitly taught to
    decode, interpret, use, analyse and critique
    texts in which written, visual, audio, spatial
    and other semiotic elements converge

4
  • that literary texts share classroom space with
    email messages and radio broadcasts to explore
    the similarities and differences between written
    and spoken language
  • that computer games are clustered with
    traditional stories to examine narrative
    structures
  • that texting messages (sent via mobile phones,
    chat rooms, etc) are aligned with advertisements
    as a way of exploring the dynamic and changing
    nature of language
  • that magazines share the stage with web pages in
    order to examine the codes and conventions of
    particular text types

5
  • that documentary film and sports writing are
    critiqued to pose questions about how texts
    position readers
  • that political cartoons and current affairs
    programs are juxtaposed to draw out the textual
    and socio-cultural prior knowledge needed to make
    meaning from such texts
  • that picture books and billboards are read,
    contested and rewritten in response to their
    construction of gender
  • that product instructions, information brochures
    and advertorials are compared as a way of
    examining how particular texts have particular
    social purposes.
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