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EML 433 Lecture 5
Multi-literacies in Practice
| Question | Answer |
|---|---|
| What are three types of communication technologies? | Spoken, print and multimedia texts |
| What is literacy? (Freebody and Luke 2000) | Literacy is the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new comm technologies. |
| Literacies operate...within different contexts (3). | 1) In a range of social practices 2) Using a variety of systems of meaning 3) Involving different types of text. |
| Multi literacies are... | The literacy we encounter in the real world, not just in reading and writing. |
| What did 'being literate' mean in the 'old days'? | Being able to write their name with a cross or inscribe a graphic symbol to represent needs or wants in the dirt or rocks. |
| What must a 21st century literate person need to be able to do? | Master a number of systems of meaning, select appropriate practices that render meaning using the mode most suited to the context. |
| What will teachers need to help students to do to 'read the world'? | Need to help develop the capacity to produce, read and interpret spoken language, print and multimedia texts. |
| Students will need to acquire the skills, strategies and practices they need for ..... (4) | 1) Work and leisure 2) active citizenship 3) participation in social, cultural and community activities 4) personal growth. |
| What does segregation of the curriculum into disciplines do? (Healy 2008) | Denies the interrelatedness of learning. |
| What does the marginalisation of literacies other than print based literacies do? | Disadvantages certain learners in policy and practice. |
| What are theorists and researches' opinions of traditional literacy approaches? (3) | They are outmoded and restrictive and fail to engage with the global communications networks that are part of everyday literacies. |
| What have standardised tests done to minority children? | Endemic numbers have been labeled 'at risk' |
| What does ESL students' primary discourse vary from? | It varies from those that dominate curriculum and assessment tools in public education. |
| What is discourse? (7) | Discourse is saying, writing, doing, being, valuing, believing combinations, ways of being in the world. |
| What are the two types of discourse? | Primary and secondary. |
| What does participation in discourses do to individuals? | Individuals are identified or identifiable as members of socially meaningful groups or networks & as players of meaningful social roles |
| All cultural and social systems rely upon..... | Hierarchies of power. |
| Dominant groups establish ..... | Language and literacy rules for different contexts. |
| What is the dominant discourse? | The language and literacy rules of an institution. |
| What is the language spoken in schools? | Standard English. |
| Who sets literacies in schools? | The dominant socio-economic classes and endorsed pedagogies. |
| What is aligned to teacher and student expectations? | Pedagogy. |
| What is exam success tied to? | Abilities, attitudes, dispositions towards study, discursive practices, evident, argument, abstract ideas and synthesis. |
| What do the meta-level language competencies form? | Cultural capital. |
| What happens if we do not question and reflect on our teaching? | We become oblivious to our discourses and they become covert. |
| What is 'communicative competence'? | The ability to move between different systems to fit their needs. |
| What must an authentic, democratic view of schools include? (New London Group) | A vision of meaningful success for all-not defined exclusively in $ terms & has embedded a critique of hierarchy and economic injustice. |
| What are authentic literacy practices? | Incorporating home and community literacy practices into school programs (not making school activities artificially life-like). |
| What are texts no longer restricted to? (Healy) | Print technology. They are multimodal and authentic. |
| What do students have in their own learning? | Agency. |
| What is a teacher's role? | As one member of a learning community. |
| How do students explore and create texts? | By selecting across all 5 semiotic systems of meaning. |
| What are the five semiotic systems of meaning? (5) | Linguistic, visual, audio, spatial and gestural. |
| What are the design elements of visual meaning? (4) | Colour, gaze, vectors, angles. |
| What are the design elements of audio meaning? (4) | Voice, sound, special effects, music. |
| What are the design elements of spatial meaning? (3) | Graphs, maps, navigation. |
| What are the design elements of gestural meaning? (3) | Affect, motion, behaviour. |
| What are the design elements of linguistic meaning? (4) | Coherence, structure, tenor, grammar. |
| Multimodal texts require ............. methods of reading and comprehension. | Different. |
| What are the four roles of a reader? (4) | Code breaker, text user, text analyst and text participant |
| What are some skills a code breaker needs? (4) | Awareness of syllables, able to identify onset and rime and alter them, ability to hear sound in spoken language, ability to work with lnge. |
| What happens if students do not understand the meaning of words they read? | The reading process becomes meaningless decoding. |
| How can students develop a rich vocabulary? (4) | Through listening, speaking, reading and writing in an integrated manner. |
| What effects comprehension and fluency? | Vocabulary. |
| What are the 4 stages of the learning by design framework? (4) | 1) Situated practice 2) Overt instruction 3) Critical framing 4) Transformed practice. |
| Situated Practice | Immersion in experience. |
| Overt Instruction | Describing patterns in meaning. |
| Critical Framing | Locating purpose and function. |
| Transformed Practice | Applied learning in new contexts. |
| What does the multi literacies framework focus on? |
Created by:
Katellord
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