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Using Multiple Literacies as a Curriculum Design

Katie Subra – English Language Fellow Minsk State Linguistic University. Using Multiple Literacies as a Curriculum Design. Inspiration/Background. High-Intermediate IEP class: Integrated Skills Everything's a Text (Pearson, 2011) by Dan Melzer & Deborah Coxwell Teague

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Using Multiple Literacies as a Curriculum Design

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  1. Katie Subra – English Language Fellow Minsk State Linguistic University Using Multiple Literacies as a Curriculum Design

  2. Inspiration/Background • High-Intermediate IEP class: Integrated Skills • Everything's a Text (Pearson, 2011) by Dan Melzer & Deborah Coxwell Teague • My definition of reading: To study something (visual, textual, aural) critically in order to better understand it. And in the case of ESL/EFL, to engage more dynamically with the English language. • My definition of literacy: The ability to read (see definition of reading). This ability may be rated on a continuum (low-high literacy) .

  3. Literacy Types & Definitions Other Literacy types: Oral – Cultural – Family – Music – Mathematical – Global – etc…

  4. Caution! While viewing and participating in this presentation, you will be introduced to a wide variety of classroom activities. This list is not conclusive and the literacy types are fluent. Do not be frustrated if you encounter an activity that is listed under one literacy type heading, but that also includes literacy skills of another type. We hope that you will be inspired to add to this list and are willing to accept the multiplicity of everything.

  5. ACADEMIC Rhetorical Knowledge purpose style audiences genres formality tone Critical Thinking, Reading, Writing evaluating analyzing synthesizing sources Processes multi-draft revision editing critique Knowledge of Style Conventions formats MLA/APA genre conventions Activities: 1. Comparing & Contrasting topics with follow up research 2. Library visit & navigating resources of catalogs or online databases 3. Teaching Figurative language appropriate for genre 4. Assessing scholarliness of Google articles 5. Using Graphic Organizers 6. Most English class activities…

  6. VISUAL Activities: Visit a museum & do paired blind drawing. One student stands with their back to the art and draws what their partner describes. 2. Magazine advertisements or Google Images advertisements 3. Share or search for pictures & have students tell the story behind the image 4. Maps & Globes 5. Graffiti 6. Road & Facilities signs

  7. Digital Literacy: Any task that you give students that requires the use of technology can be considered a digital literacy task. Switch between high-tech & low-tech activities. Create Digital Literacy Stations that require students to navigate different uses of technology: blogs, video cameras, various software, presentation tools, and websites: 1. Wordlehttp://www.wordle.net/ 2. Webby Awards www.webbyawards.com 3. Missed Class Email 4. Fair Use Research www.creativecommons.org

  8. Final thoughts… Why use this framework? Success stories Student created games Blogs Ability to use language in job settings, other academic courses, etc… Students have created a bridge between their schoolwork and personal literacy pursuits THINGS TO KEEP IN MIND • Students have multiple literacy skills and teachers need to recognize them and harness these skills in the classroom. • Focus on academic literacy is too narrow • Applying language use to multiple skills • Practical applications • Pre-teach and repeat vocabulary • Overlap literacy types • Begin by teaching academic, visual, & digital literacy skills that will be used throughout the course • Repeat use of graphic organizers throughout different literacy themes • Use as many skills as possible/appropriate for each literacy theme

  9. Resources & Contact Information Katie Subra: subr0054@umn.edu Melzer, D. & Coxwell-Teague, D. (2011). Everything's a Text. Boston: Pearson Education. (For a sample chapter visit: http://www.pearsonhighered.com/readinghour/english/assets/Melzer_0205639542_Ch06.pdf ) Questions? Suggestions?

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