Pml 8
- 1. PML 8 Building a Learning Environment to Support Multiliteracies
- 2. Agenda Reminders about blog posts Discussion of Powers article and graphic organizers Return to the 4 Resources Model (and briefly look at 3D Model) Questions for next week?
- 3. Powers Article Discussion Curriculum theorizing for multiliteracies: A rebel with a cause 1) Identify Powers’ purpose. 2) How does she define “multiliteracies”? 3) How do her lesson examples illustrate her concept of multiliteracies? 4) From a critical literacy lens, did it raise any questions or concerns for you? photo credit: Oblong 5) Was the graphic organizer useful? Have you used others that you think might work?
- 5. Four Resources Model What do competent readers do? What are the implications for us as teachers?
- 6. Code Breaker How 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?
- 7. 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.
- 8. 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.)
- 9. 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?
- 10. Meaning Maker How 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
- 11. Meaning Maker Consider 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?
- 12. 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?
- 13. 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?
- 14. Text User List 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?
- 15. 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?
- 16. Text Analyst Consider the following clip:
- 17. 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?
- 18. 4 Resources Model Handed out on second day but also in Web CT
- 19. 3 D Model Similar to 4 Resources but describes three “dimensions” of literacy, whereas the 4 Resouces model looks at the types of resources of skill sets that readers must have.
- 20. 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.
- 21. 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)
Editor's Notes
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- #6: A competent reader approaches reading as a selfmonitoring, problem-solving activity where the\ncontext and purpose of the task are analysed, a plan of action decided and appropriate\nresources are identified and accessed. These aren’t skills that necessarily come naturally to all readers, especially struggling readers and need to be considered in a balanced literacy approach. The implications for teaching are that teachers need a way of identifying the different reading purposes that might be encountered, and the resources that a reader might need for each purpose. Teachers also need to\nidentify pedagogies that teach students to analyse tasks, problem solve, identify resources and self monitor in real life contexts. Reading pedagogy must be socially situated. Last week I posted a chart for you to have a look at that is a suggested method for analyzing texts. That chart is based on the 4 Resources model which is an framework used to help create a balanced approach to teaching reading. I’m going to just introduce you to this model now and we will return to it throughout the course.\n
- #7: One of the jobs that competent readers do is break the codes of semiotic systems used in texts. They have to draw on resources that help makes sense of text, but don’t think of texts exclusive as words on the page, they can also include illustration, video, and sound. These are some of the questions that a reader might ask when engaged in code-breaking. (Model this with Rodd’s blog doing a thinkaloud.)\n
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- #11: When we’re making meaning of texts, we’re making meaning at both the literal and inferential levels. Readers have to use their code-breaking resources and draw on all their previous social cultural and reading experiences in order to make connections and form conclusions. Model this for blog doing a think aloud. It’s important to understand that different social and cultural backgrounds will change how a reader makes meaning. eg/ literacy test example.\n
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- #14: Most reading, even reading for pleasure is pragmatic. There is a purpose for it. The purpose for reading affects the way that we interact with a text. For example, if you’ve been assigned a text book reading for a course, there are certain pieces of information you’re going to focus on more than others while, if you’re reading for pleasure, you might focus on the way in which a character is developed or the beauty of the language.\n
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- #16: Texts are social products. They are not neutral. These questions are the kinds of questions we have students ask when we want them to engage in what’s commonly called critical literacy. 19th century students were expected to accept at face value the ideas presented to them in texts, but consider for example Film and video similarly promote particular values and ideologies\nabout the world through characterisation and setting; by associating particular behaviours and attitudes with certain classes, races or countries; or by adopting unexpected twists of the plot, such as the ‘bad’ character ultimately ‘winning’.\n
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