Advanced Literacies in the content areas - PowerPoint PPT Presentation

Loading...

PPT – Advanced Literacies in the content areas PowerPoint presentation | free to download - id: 55bd0b-MDFhM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Advanced Literacies in the content areas

Description:

Title: Scaffolding Understandings of Literacy through multimedia Author: llae Last modified by: AA03947 Created Date: 11/25/2006 3:21:21 AM Document presentation format – PowerPoint PPT presentation

Number of Views:45
Avg rating:3.0/5.0
Slides: 42
Provided by: llae2
Learn more at: http://www.pedagogstockholm.se
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Advanced Literacies in the content areas


1
Advanced Literacies in the content areas
  • Kristina Love
  • Australian Catholic University

2
Overview
  1. The concept of Advanced Literacies
  2. Working with advanced literacies in Australia
  3. Future challenges

3
1. Literacy some premises
  • A major responsibility of all teachers,
    regardless of the subjects they teach, is to
    develop their students skills in handling
    literacy, both in reading and in writing.
  • Proficiency in reading will help develop
    proficiency in writing, and vice versa
  • Carefully structured oral interactions also help
    build literacy

4
Literacies insights from research
  • Modern literacy is very diverse and complex,
    often requiring images, diagrams and graphs to be
    read and interpreted, alongside words.
  • The nature of literacy changes fundamentally from
    Year 1 to Year 12, and the foundations laid in
    the early years are not sufficient to support the
    complex literacy demands of the later years of
    schooling

5
Theoretical insights into advanced literacies
  • Christie Stenglin, 2006
  • Christie Derewianka 2008
  • Coffin, 1997, 2010
  • Fang Schleppegrell 2008
  • Schellepgrel Colombi, 2001
  • Unsworth, 2006, 2010
  • Veel, 1997

6
Year 3 Science
  • The Little pygmy possum is the smallest in the
    possum family
  • Its body is 5 to 65 centimeters long and its
    tail is another 6 centimetres. It weighs around 7
    grms. It has a cone shaped head. Its fur is a
    soft brown colour with a tight grey belly. It has
    very large rounded eyes. Its big toe, known as a
    hallax on each foot helps it to climb balanced
    with its tail which curls and grips branches.
  • (from Christie Stenglin, 2006)

7
Advanced Literacy Year 7 Science
  • The cells that line the nasal cavities have
    cilia, tiny hairlike extensions that can move
    together like whips. The whiplike motion of these
    cilia sweeps mucus into the throat, where it is
    swallowed.
  • Identify potential language challenges.

8
  • Technical language
  • Long noun groups
  • Re-packaging of noun-gt adjective (whiplike)
  • Nominalisation (move -gt motion)
  • Info in first sentence is compressed and becomes
    the point of departure for further elaboration in
    second sentence.
  • This facilitates scientific reasoning, but
    challenges readers to unpack densely organised
    information
  • The cells that line the nasal cavities have
    cilia, tiny hairlike extensions that can move
    together like whips. The whiplike motion of these
    cilia sweeps mucus into the throat, where it is
    swallowed.

9
Advanced literacy Maths
Congruent (spoken -like) form Nominalized (written-like) form
how long something is how far across something is how far off the ground something is length width height
  • Relationships between multiple abstractions
  • Area Length x Width
  • Volume Area x Height

10
Nominalisation and abstraction
  • The demands of increasingly technical and
    abstract mathematical language accumulate
    dramatically by high school, when many struggling
    learners are left behind.
  • Teachers who can explicitly discuss such language
    features with their students, and their role in
    making mathematical meanings, can engage them
    more deeply with mathematical content (Huang
    Normandia, 2008).
  • See NSW Maths for Literacy paper pg 9.

11
Scaffolding advanced literacies through talk
Maths
  • T. What distance do you have to measure?S. The
    distance.T. Which distance?S. The distance from
    the vertex.T. Which vertex?S. (pointing) That
    one.T. Can you be more precise?S. The top left
    vertex.T. OK. So what do we measure?S. The
    distance from the top left vertex.

12
  • T. Good. To where?S. The outside of the other
    shape. T. Im not sure what you mean. Where on
    the other shape?S. The bottom left hand
    corner.T. OK. And what do we call that shape?S.
    The object.T. OK. So the lines going to S.
    The bottom left vertex of the object.T. OK. Put
    that all together and tell me what youre
    measuring, what distance?S. The distance from
    the top left vertex of the image to the bottom
    left vertex of the object.
  • Transcript Robert Veel, 1997

13
The language of mathematical reasoning
  • Precision in use of language for locating and
    measuring
  • Use of abstract and technical concepts
  • Written-like conventions of the language
    preferred over spoken-like
  • endophoric, not exophoric reference
  • lengthy noun groups.

14
The challenge of advanced literacies
  • Primary school cannot prepare readers for the
    specialised reading in high school eg
  • Literary works
  • Historical documents
  • Scientific explanations
  • Mathematical problems
  • Here, Ss engage with more complex combinations
    of genres, in new contexts of learning that are
    further removed from their personal and everyday
    lives

15
Increased complexity of generic structure
16
(No Transcript)
17
(No Transcript)
18
From recounting history
  • Year 10 History
  • By 1929, American factories were turning out
    nearly half of the worlds industrial goods. The
    rising productivity led to enormous profits.
    However, this new wealth was not evenly
    distributed.
  • How has information been packaged to build from
    sentence to sentence?
  • Students can be explicitly taught to identify how
    information is presented in one sentence, then
    re-packaged as the point of departure for the
    next sentence.

19
to critiquing history
  • From a text used to teach about the causes of the
    Boxer Rebellion in China.
  • Imperialist powers had been competing to carve
    the country into spheres of influence for years,
    while enforced opium addiction and widespread
    corruption had reduced most of the populace to
    abject poverty (Denny, 2008)
  • Students must unpack abstract and highly
    nominalised concepts (bolded).
  • and recognise that what are presented as
    facts are often interpretations to be
    evaluated, as historians make more or less
    explicit judgements about the people and events
    in history.

20
Recognizing ideology
  • In evaluating the Boxer text as a commentary on a
    period of Chinese history, students must assess
    the writers 21st century post-colonial stance by
    focusing on his choice of value-laden epithets
    (abject), verbs (carved and reduced) and
    nouns (corruption).
  • Students need support in learning to read in
    these highly specialised ways, drawing attention
    to how such language operates to construct a
    particular argument about history
  • ie learning to be critical historians, able to
    interrogate various viewpoints.

21
Learning to interrogate
  • In evaluating the Boxer text as a commentary on a
    period of Chinese history, students must assess
    the writers 21st century post-colonial stance by
    focusing on his choice of value-laden epithets
    (abject), verbs (carved and reduced) and
    nouns (corruption).
  • Students need support in learning to read in
    these highly specialised ways, drawing attention
    to how such language operates to construct a
    particular argument about history
  • ie learning to be critical historians, able to
    interrogate various viewpoints.

22
Interrogating multimodally
  • Web site on the one child policy in China
    http//factsanddetails.com/china.php?itemid128ca
    tid4subcatid15

23
Advanced literacies and multimodal texts
  • The multi-generic and multi-modal nature of
    texts in education
  • LASS Unit 5 Screens 3-6, 11-1

24
Advanced literacies and image-text relations
  • New research into image-text relations
  • Image equals () verbal text
  • Image adds to () verbal text
  • Image elaborates on (x) verbal text
  • Image contradicts (-) verbal text
  • Unsworth http//www.pucsp.br/isfc. Proceedings
    33rd International Systemic Functional Congress
    2006

25
Image (clarifies) verbal text
  • In the verbiage, the information about fly traps
    is simply constructed fly traps from old PET
    drink containers to catch flies. The nature of
    the trap and how it catches flies are clarified
    by the image.

26
Image (extends) Text
  • In the verbal text, the absorption of evaporated
    moisture in the air, its movement and eventual
    precipitation is described without any mention of
    'clouds'. It is in the diagram that the formation
    and transport of clouds and precipitation from
    them are specified

27
Image x (elaborates) text
  • When an image enhances the text by adding
    causal, temporal or spatial meanings
  • The cropped colour photograph relates to the bold
    caption below it by manner/means

28
Image - (contradicts) text
  • Pictorially the levels are allocated equal
    proportions
  • Verbal text states that each level is of
    radically different depth
  • What is explicitly stated in the verbiage about
    the relative depths of the different ocean zones,
    is strongly visually contradicted.

29
2. Working with advanced literacies
  • Zammitt Framework for multiliteracies
  • BUILT, LASS and LASS
  • Other curriculum support materials focus on
    Maths
  • NSW materials on Maths
  • Parkin Hayes article (program with Indigenous
    communities)

30
Zammitt (2006) Framework for multiliteracies
31
Using the Framework
  • Evaluate the pedagogy underpinning this TLF site
  • http//www.thelearningfederation.edu.au/for_teache
    rs/sample_curriculum_content/tm_-_civics_and_citiz
    enship.html

32
BUILT
33
BUILTs structure
34
Literacy Across the School Subjects
  • New film footage of high school teachers
  • New insights from research on Academic Literacies
  • Updated technologies

35
(No Transcript)
36
A taste of LASS
  • Unit 1 interviews with world experts, students
    and teachers (Gatachi, Screen 20, video 2)
  • Unit 4 Screen 3 Frogs exercise
  • Unit 5 multimodal genres
  • Units 6 7 supporting literacy pedagogy
  • Unit 8 planning around literacy.

37
LASS Plus (Recounts)
  • First in a series of 6
  • http//www.eshowcase.unimelb.edu.au/packages/lass

38
Other curriculum materials
  • Focus on Maths
  • NSW materials on Maths
  • Parkin Hayes article (program with Indigenous
    communities)

39
3. Challenges
40
Challenges in Sweden?
  • Teachers attitudes?
  • Resources development?
  • Others?

41
References
  • Christie Stenglin, 2006 Understanding English
    language and literacy development
    http//www.edfac.unimelb.edu.au/knowledgetransfer/
    downloads/LiteracyPositionPaper.pdf
  • Christie, F Derewianka, B (2008) School
    Discourse. Continuum Press
  • Fang, Z. and Schellepgrell, M. (2008) Reading in
    the secondary content areas a language based
    pedagogy. Ann Arbor University of Michigan
    Press.
  • Gibbons, P. 2002. Scaffolding Language,
    Scaffolding Learning Teaching Second Language
    Learners in the Mainstream Classroom. Portsmouth,
    NH Heinemann.
  • Kress, G. (2003) Literacy in the New Media Age,
    Routledge, London and NY.
  • Love K, Pigdon K, Baker G, with Hamston J. (2005)
    Building Understandings in Literacy and Teaching
    (BUILT) CD ROM 3rd Edition, The University of
    Melbourne, Vic.
  • Love K, Baker G, and Quinn, M. (2008) Literacy
    Across the School Subjects (LASS) DVD, The
    University of Melbourne, Vic.
  • Schellepgrell, M. C. Colombi Eds (2002)
    Developing Advanced Literacy in first and second
    languages meaning with power. Hillsdale, NJ
    Erlbaum
  • Unsworth, L. (2006) E-literature for children
    Enhancing digital literacy learning. Routledge
  • Unsworth, L. (2007) Image/text relations and
    intersemiosis Towards multimodal text
    description for multiliteracies education. Online
    publication available at http//www.pucsp.br/isfc.
About PowerShow.com