Develop Digital Literacy Skills
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This document discusses digital literacy and computing education in primary schools. It makes three main points: 1. Computing education teaches students computational thinking and how to use technology to understand the world. It focuses on computer science and programming. 2. Students should become digitally literate - able to use and express themselves through technology. They should understand how and when digital tools are useful. 3. The goals of computing education are for students to understand computer principles, solve problems computationally, evaluate technology, and be competent and creative users of IT.
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Develop Digital Literacy Skills
- 2. DIGITAL LITERACY- KS1/KS2 Computing - Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
- 3. DIGITAL LITERACY- KS1/KS2 Computing – Aims The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology
- 4. What does it mean to be literate?
- 5. In groups of four: Decide on the essential capabilities a digitally literate childshould possess.
- 6. “To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make, represent and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes. “ Futurelab, 2010
- 7. “ We live in an age when to be literate means to be as familiar with images on a screen as with text on a page, and to be as confident with a camera or a keyboard as with a pen. ” 21st Century Literacy – The UK Film Council
- 8. “ Literature and modes of communication are constantly changing and this should be reflected in our primary curriculum. If teachers provide opportunities for children to analyse and be critical of time based texts (film) these skills will continue to develop and will be transferable to the analysis of print based texts. ” Jackie Marsh, 2008
- 9. USING SHORT FILMS IN THE EARLY YEARS TO DEVELOP MEDIA LITERACY
- 12. Key reasons for using short films in the classroom include: • Short films can easily be viewed at one sitting and offer a complete narrative. • Short films allow for easy repetition of viewing, which is important if children are to be allowed to critically engage with material on a meaningful level. Their increased familiarity with a text allows them to feel confident and secure in discussing it in detail. • Short film can be watched several times with a different focus without losing children's interest. Indeed, young children thrive on repetition as a means of embedding information, concepts and ideas in their thinking. • Short films must put across their narrative in a clear and accessible way. This makes it easier, particularly for very young children to see structure and form clearly. In turn this helps them to develop their own abilities to create a structured stories or narratives.
- 13. The BFI also indicate how work around film texts can link with curriculum-based base work and enhance key areas of learning. In particular: Foundation Key Stage 1 Personal, social and emotional development PHSE Communication, language and literacy English Knowledge and understanding of the world Science, History and Geography Creative development Art, Music, Design and technology
- 14. Starting Stories, BFI, 2007, pg7. „While we could describe the narrative of a print based text as being the „camera‟ through which the reader „sees‟ the story, and powerful descriptive passages may allow us to imagine sounds and colours, the power of a film, in the way it combines sounds and image, is worthy of study in its own right.‟
- 15. Cineliteracy ….. the development of skills in reading, comprehending and judging moving images and sounds both intellectually and emotionally. The three themes in are • Film Language • Producers and audiences • Messages and values
- 16. Language of the moving image When watching moving images consider the following• Camera • Colour • Character • Story • Sound • Settings
- 17. The grammar of film language • wide shot • mid shot • close up • extreme close up • over the shoulder
- 18. Activity Sound, Story, Setting • What can you hear? • What do you imagine you might see? • Where is the film set? • Is there music? How would you describe it and how does it make you feel? • What kind of atmosphere does the sound portray? • Is there silence used in the film? • What time of day is it?
- 19. Colour • What colours can you see in the film? • What do the colours used tell you about the time of day? Character • Who or what is the main character? • What can you tell about him from the way he acts? • Do you think the character lives on his own? Why?
- 20. Camera • What kind of a shot is this? • Why does the filmmaker look from the frog‟s point of view here? • What is the frog thinking or feeling? • Why are other shots looking at the frog? Whose point of view do we see the frog from?
- 21. A Slippery Tale Pantoffelhelden • www.youtube.com/watch?v=DoUffTWsXRE
- 23. Activity: • Get together as a group (3 is ideal) and agree on the story that you want to tell using Puppet Pals. Focus on developing a strong, simple narrative. • Again working together, create a quick and simple storyboard for your movie. It isn‟t necessary to be a great artist to produce a good storyboard. • Aim to create a film that is approximately 60 seconds • Come back ready to show your films.
- 24. SHOWTIME
- 25. Before the next EV681 session: Investigate how schools encourage learning partnerships, between and with pupils, staff and families.
Notas del editor
- Explain that this is a requirement for KS1 and KS2 and draw students attention to the text that focuses on digital literacy. Note that whilst it doesn’t have as much weight as Computing, it is still a requirement and something that lends itself to cross curricular outcomes.
- Again, note the many elements that are associated with digital literacy. It’s not simply about childrenusing digital tools, its about beingevaluative, confident, analytical, creative and responsibleusers of technology (amongstotherthingsthatwewill go on to consider).
- Def: To be able to read and writeIf children live in a world dominated by digital media, what does being literate now mean? Is being literate different in today than 50, 100 years ago? Why and how has this changed? What does it mean to be literate in the 21st century? How do we now communicate? How and what do children read? Moving image, film, books, internet, posters, packaging, email, text, blogs, social media etc. How do we prepare and educate children for a world that requires them to access information and communicate, effectively, responsibly, critically in so many varied ways?Refer student back to the PoS‘Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology ‘
- Ask students to work in small groups to come up with at least four essential ingredients of a digital literacy, share ideas as a whole group and consider how their responses tie in with the next two slides and video.
- Developing digital literacies means working to enable students and teachers to develop their understandings of and skills in using certain tools, not as decontextualised competencies but in ways that are connected to other aspects of their learning. Practices involving digital literacies can fruitfully bridge gaps between people’s home and school learning lives (Davies & Merchant, 2009; Willett, Robinson & Marsh, 2009).
- As with previous slide
- In 2005 Jackie Marsh looked into children’s use of popular culture, media and new technologies. Her study offers a variety of perspectives on the changing worlds of very young children in contemporary society. It provided evidence of the extensive nature of children’s engagement with popular culture, media and new technologies and suggests that they are competent and confident navigators of digital worlds. Young children are immersed in practices relating to popular culture, media and new technologies from birth. They are growing up in a digital world and develop a wide range of skills, knowledge and understanding of this world from birth.
- What are the advantages of studying moving image media in the Early Years? How might we equip teachers with the teaching tools to gain the maximum learning potential from each viewing experience?
- What were your favourite television programmes or films as a child? What images, characters, music, colours and feelings are evoked when you think of them?
- Thanks to TV, DVDs and iPads, four- and five-year-olds arrive in school with some understanding of narrative, genre, character, setting and time, even if they can’t express them very clearly. Long before they learn to read, they can readily answer questions about films like ‘can you tell what is going to happen next?’ and ‘how can you tell?’. These questions develop their ability to infer and predict: essential skills in the reading of any kind of text.The framework for teaching literacy, includes the requirement for children to develop their ability to read ‘in print and on screen.’ Primary National Strategy includes sample schemes of work featuring short films from the BFI resource and adopts their approach to teaching practice. Short films are best. 90-minute feature films are too long to be viewed and discussed in ordinary classroom sessions, and that using short clips would defeat the object of the exercise, which is to understand how complete narrative structures work, or how characters develop over the course of a whole story. Good short films are more like poems than novels: intense, densely textured, often open to many levels of interpretation.DVD compilations and teaching guidesAs we move further into the 21st Century, there is growing recognition that the curriculum we provide for children must connect to their real lives, enriching experiences which inevitably include those they engage with on screen. The BFI resources support teachers in using the language of film in a skilful way to engage children, widening their horizons and assisting them in their learning journey as authors and viewers.
- The above four slides are taken from the following website; http://www.bfi.org.uk/education/teaching/startingstories2/intro.html
- So how might we begin to do this? The BFI (British Film Institute) has produced some guidance in the form of basic teaching techniques. Some of which I will explore with you today as I hope they will help you in your film making next week and your teaching in the classroomThe three themes in cineliteracy are- research has shown that whilst children in schools are making films, their experiences are very repetitive and their progression limited.Film Language – The language of moving images focuses on the ways in which moving image texts are internally constructed - Producers and audiences-explores the ways in which moving image texts are made and delivered to audiencesMessages and values- is concerned with the interpretations of the world offered by moving image texts and the effects these may have
- These are the 6 key concepts for developing meaningful talk and practical activity relating to films. They point to techniques used in film making and enable us to group features common to both film and print based text.
- Just as with literature, there are building blocks of image and sound that create expression, thought and meaning in filmmaking. These building blocks are what we can think of the grammar and syntax of films.A wide shot – will typically introduce and establish a location and timeA mid shot- will allow you a more detailed look at the location , becoming more specific.A close up – will offer a detail that has a particular emotional and intellectual resonance.Any combination of these three key shots will allow you to tell a story in moving images. A director normally chooses the shot which best conveys a particular point, detail, mood or gesture to carry the story forward.
- Focusing on the
- Pantoffelhelden / A Slippery Tale Director: Susanne Seidel Germany 2004, animation (cell), colour, 07:20 min, no dialogueProducers and audiencesMessages and valuesThey say that love is blind and there must be some truth in it, because in this comic tale, a good-looking frog falls for the velvety skin of an imitation lady-frog that graces a pair of slippers belonging to the farmer’s wife. But their happiness is short-lived, because real frogs can’t really fall in love with imitation frogs... can they? Festivals/Awards • 12 Awards so far• Annecy Int. Animated Film Festival 2004, Prize Children Jury• 48th San Francisco Int. Film Festival (SFIFF) 2005, Golden Gate Award for Best Work for Kids and Families• Punchon Int. Film Festival (PISAF) 2004, Yuhan College Dean Prize• Berlinale 2004
- Briefly demo how to use the app on the IWB, this should only takea minute!ConnectiPad to screen and quickly demo how the app works.Ideas might, include FEATURES - Create an actor from a photo- Use a photo as a backdrop for your storytelling- zoom and rotate your characters using two fingers- flip them around with a double tap
- Time will be tight in this session which is why we have chosen to use a tool that is relatively simple and quick to use. Read through the slide and ensure students return with enough time to show their films.
- Ask the students to share their movies15mins