1. Gabrielle Pratten
EML 309 – Assignment 1
Gabrielle Pratten
(Part A)
Table of Contents
Introduction..............................................................................................................p. 2
New Technologies and the Differences between Education in the 20th Century and the
21st Century..............................................................................................................p.2
Key Terms and Concepts for Learning Literacy......................................................p.3
Multiliteracies and Text Construction.....................................................................p.4
The Purpose, Structure and Language Features of Factual and Fictional Text
Types.......................................................................................................................p.5
Analysis of Different Texts.....................................................................................p.6
Short Video about Literacy and Learning...............................................................p.6
Conclusion...............................................................................................................p.7
Resources................................................................................................................p.8
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Introduction
The purpose of this report is to discuss important elements of literacy teaching and
text construction. I have completed six portfolio tasks which demonstrate my
knowledge of topics such ICTs in the 21st century classroom, teaching frameworks
such as the Four Resources Model and multiliteracies pedagogy. The report reflects
upon different text types and the structure, language and visual elements different
texts used and my views on literacy learning. It is vital that educators acknowledge
that ‘literacy teaching can equip students for the changing world in which they live’
(Ansley & Bull, 2006) and this report will illustrate reasons why.
New Technologies and the Differences between Education in the 20th Century
and the 21st Century
Portfolio task 1.1 explores the use of Information and Communication Technologies
(ICTs) in education and how technologies have not radically influenced teaching and
learning, as first expected. I included this task as a key asset to deepen my
understanding of how to use ICTs in the classroom to prepare learners for the future
and to identify differences between the 20th Century (Industrial Age) and 21st Century
(Knowledge Age) education systems.
This artefact has broadened my learning of education systems and the importance of
incorporating ICTs into Knowledge Age education, to ensure ‘…learning is a process,
not a ‘thing’’ (Gilbert, 2007). Gilbert (2007) identifies that many teachers who
include ICT use in their teaching practices is often little more than ‘busy work’ and
often reflects the elements of an Industrial Age education system, which indicates to
me the importance of using ICTs effectively, to present the tools and assets needed for
‘real’ research to generate new knowledge and multi modal literacy.
After I completed the table on the differences of Industrial Age and Knowledge Age
education systems, it became evident that I need to further develop my skills and
abilities for a Knowledge Age school, as the ‘one-size fits all’ approach of the
Industrial Age model does not cater for equal opportunity. Considering the rapid rate
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at which ICTs are becoming a key element of home, work and school contexts, I can
acknowledge the great ‘need to move beyond Industrial Age ways of thinking about
education’ (Gilbert, 2007). Leu (2004) states that the appearance of the Internet ‘…is
one of the most powerful social revolutions taking place today’ (Leu et al: 2004). This
statement encourages my motivation to become a knowledgeable ICT user and to
create ‘life-long learning’ in a Knowledge Age education system.
Professional Teaching Standard reached: Element 1 – Know their subject/content
and how to teach that content to their students.
Key Terms and Concepts for Learning Literacy
I included Portfolio task 1.2 as it identifies key terms and concepts that I need to have
deep understanding of to become an effective and diverse teacher. To further explain
each concept in my own words I explored the subject text Write Ways by Wing Jan
(2009) and reading 1.2. It is important that educators can identify and implement
teaching methods and requirements to successfully teach literacy in the classroom.
‘Literacy practices are shaped by culture, society and situation’ (Wing Jan, 2009),
which illustrates the importance of establishing a solid base and knowledge of key
terms, such as Constructivism, Scaffolding and ZPD (zone of proximal development).
This portfolio activity has reiterated the significance of acknowledging the diversity
of backgrounds and literacy experiences students bring into the classroom. A teacher
needs to be able to identify a child’s sociocultural context to develop school literacy
experiences that reflect significant experiences for children. This teaching method
includes Habitus and Funds of Knowledge by which a child’s home, community and
school experiences shape their literacy identity, ‘which allows students to share and
talk about their experiences, thereby providing foundations for new learning in their
classrooms (Harris et al, 2007).
From learning further about the key concepts involved in literacy, I have gained more
understanding of methods and processes that are needed to teach literacy education,
particularly by delving further into the reading on Constructivism. Jones (2002) states
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that, ‘constructivism’s greatest contribution to education may be through the shift in
emphasis from knowledge as a product to knowing as a process’, I find this
statements and the constructivist approach to education extremely valuable. I will
portray constructivism in my teaching pedagogy to ensure that teaching and learning
is an ‘active’ development, which is imperative for success in the globalised world we
live in.
Professional Teaching Standard reached: Element 2- Know their students and how
they learn.
Multiliteracies and Text Construction
Portfolio 1.3 is included in my assets due to the significance of multiliteracies for the
varied contexts of a 21st century life, and to develop my own understanding of
multiliteracies pedagogy. This activity also explored the fundamentals of text
construction which is vital for my personal growth writing and using visual resources
as a teacher of literacy. Anstey (2006) states that ‘teachers will need to help students
develop the capacity to produce, read, and interpret spoken language, print and
multimedia texts’, to give them the knowledge required to respond to a socially,
culturally and technologically diverse world.
Another aspect of portfolio 1.3 that is significant to all text construction is the five
semiotic systems: linguistic, visual, auditory, gestural and spatial. The semiotic
systems not only allow the text user or reader to gain deeper understanding and
meaning, it provides ‘a more precise and relevant understanding of literacy works’
(Culler, 2001), which is a vital skill to encompass, considering the large number of
multimodal texts being used today. The Four Resources Model of literacy ‘describes
the sets of resources of literacy practices that literate people draw on and use’ (Wing
Jan, 2009). Text encoder/decoder, text participant, text user and text analyst are
interdependent skills that enable individuals to effectively participate in a variety of
social and cultural practices. As a teacher, the semiotic systems and the Four
Resources Model will become a major element to every-day literacy practices
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experienced in the classroom, to ensure I can scaffold each student to become a
multiliterate person and to continue my own learning as a text user.
Professional Teaching Standard reached: Element 6 –Continually improve their
professional knowledge and practice.
The Purpose, Structure and Language Features of Factual and Fictional Text
Types
It is important that teachers can determine the purpose, structure and language
features of factual and fictional texts so that they can implement appropriate text types
and teaching strategies in the classroom. After completing portfolio task 2.2, I realised
the significant difference between factual and fictional text types and how limited my
understanding was of each. Wing Jan (2009) identifies the reason for the structure,
language use and visual features of text types such as procedures, explanations,
information reports, persuasive texts and recounts. I feel that from completing this
portfolio task I have become more competent in text construction and believe that I
have the skills required to teach children about text types and their unique purposes.
Winch et al (2011) states that most texts in the modern world combine both language
and images to construct meaning, which illustrates the significance of being a
multiliterate text user. This statement supports portfolio task 2.2 as visual elements
such as maps, tables and graphs complement information narratives, where as creative
illustrations or drawings support fictional narratives. It is important that children are
exposed to a variety of texts through methods such as shared, guided and independent
learning (Winch et al, 2011). This task has broadened my understanding of structure,
language, and visual features different texts portray and the similarities and
differences of fictional and factual texts.
Professional Teaching Standard reached: Element 4- Teachers communicate
effectively with their students.
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Analysis of Different Texts
Portfolio task 2.3 is included in my assets to demonstrate the elements of factual and
fictional text types that create meaning and purpose to a variety of audiences. I feel
this to be a valuable activity and one that I would use in the classroom so students
could critically analyse different text types and gain a valuable understanding of the
structure, language and visual features text types expose. A procedural text is a factual
text, Winch et al (2011) states that recipes, rules of games, and directions that tell you
how to get from place to place are all procedures. I enjoyed analysing the cupcake
recipe as I love to cook and I feel that this reiterates the importance of implementing
your students’ interests into every-day lessons.
This portfolio task has continued my development and knowledge of text construction
and an awareness of the relationship between the structure, language, and visual
features texts use to build the students’ awareness of different text types and their
purposes. NZ Ministry of Education (2003) states that by making links with the
students’ reading, teachers can elicit or explain the reasons why, for example, lists,
reports and letters are presented differently. Wing Jan (2009) suggests valuable
teaching strategies that I will definitely implement in the classroom, for example,
procedures that generate ideas (brainstorming, concept maps etc), guiding questions,
planning scaffolds and personal topics. Teachers need to continually develop their
own learning, to provide students with the best chance of success with text
construction.
Professional Teaching Standard reached: Element 2- Know their students and how
they learn.
Short Video about Literacy and Learning
Portfolio task 2.4 involved creating a short film using the program photo story. I
included this task as part of my assets as I am not particularly confident or
knowledgeable with multi-media texts and I felt that this activity would assist in
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developing my skills. Wing Jan (2009) reports that multi-media texts are ‘created
using all or a combination of the following design elements: visual, audio, spatial and
linguistic’. I feel it is vital that I continue developing my competency with tasks such
as portfolio 2.4 to ensure that I can provide students with appropriate examples and
guidance when teaching them how to convey meaning in multi-media texts.
Through participation in multimedia activities students can learn real world skills
related to technology, the challenges of communicating to different audiences and
how to present information in compelling ways. Hoffman & Schallert (2004) state
that ‘when documents contain a large amount of spatial and visual information, the
dynamic presentation of visual images may help children to imagine complex
information’ (p. 145). This opinion indicates the significance of encouraging students
to acknowledge the relationships between the purpose, structure, language and visual
features of different text types to ensure meaning is portrayed.
Professional Teaching Standard reached: Element 6 –Continually improve their
professional knowledge and practice.
Conclusion
Evidently, there are many complex elements involved in teaching and learning
literacy. Having completed six portfolio tasks, I feel that I have gained deeper
understanding of the importance to create exciting and relevant lessons that involve a
variety of teaching methods and text types. Teachers need to continually develop their
knowledge to ensure that they can support and strengthen students’ in every aspect.
‘Building up knowledge of theory helps us as teachers to perceive more about
literature and therefore enriches our teaching’ (Winch et al, 2011), which is what I
believe this assignment has done.
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Resources
Anstey, M., & Bull, G. (2006). Defining multiliteracies. In Teaching and Learning
multiliteracies: Changing times, changing literacies (chap.2, pp.19-55). Carlton,
South VIC: Curriculum Corporation.
Culler, J. (2001). The pursuit of language: semiotics, literature, deconstruction.
London: First published in Routledge Classics 2001 by Routledge.
Gilbert, J. (2007). Knowledge, the disciplines, and learning in the Digital Age.
Educational Research Policy and Practice, 6 (2), 115-112. New Zealand.
Harris, P., McKenzie, B., Fitzsimmons, P., & Turbill, J. (2007). A social model of
writing. In Writing in the primary school years (chap. 3, pp. 38-6). South Melbourne,
VIC: Thomson Social Science Press.
Hoffman, J., & Schallert, D. (2004). The texts in elementary classrooms. New Jersey,
America: Lawrence Erlbaum Associates, Inc., Publishers.
Jones, M. G., & Brader-Arage, L. (2002). The impact of constructivism on education:
Language, Discourse and Meaning, American Communication Journal, Volume 5,
Issue 3.
Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of
new literacies emerging from the internet and other information and communication
technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes
of reading (5th ed., pp. 1570-1613).
NSW Professional Teaching Standards. (2010). NSW Institute of Teachers.
NZ Ministery of Education. (2003). Approaches to writing. In Effective literacy
practice in years 1 to 4 (chap. 4, pp. 102-109). Wellington, NZ: Learning Media.
Wing Jan, L. (2009). Write ways. Modelling Writing Forms. Third Edition. South
Melbourne, Australia: Published by Oxford University Press.
Winch et al. (2011). Literacy: reading, writing and children’s literature. Melbourne,
Australia: Oxford University Press.
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