ELA200 English Language and Literacy 2 Assignment 2 Resource for teaching reading

1. ELA200 English Language and Literacy 2Assignment 2Resource for teaching reading Shae-lee Bakker s216096 Summer semester 2014/2015

2. content • What is literacy? • Teaching and learning context • Pedagogical approach • Unit overview • Curriculum outcomes • General capabilities • Goals • Lesson sequence design • Lesson overview • Lesson 1 • Lesson 2 • Lesson 3 • Lesson 4 • Lesson 5 • Further lessons • Assessment and feedback • References

3. What is literacy? Literacy involves the ability to use language effectively and appropriately manage a wide range of communication tools, not limited to printed text. It is a process by which we observe and take in information and evaluate this according to our existing knowledge and experience in order to make and share meaning (Lian, 2014). Literacy involves students implementing strategies to interpret the context by making connections between the situation and their prior knowledge and enables them to better understand and negotiate the world in which they live. Literacy is about constructing meaning by exploring our own individual world views and our ability to understand, observe, make connections and respond to texts. “Literacy is our ability to interpret and understand texts according to what is relevant to us, from our own experiences” (Lian, 2014). Literacy is the ability to read, comprehend and write appropriately in a range of contexts. According to the ACT Government (2014) it also involves the integration of speaking, listening, viewing and critical thinking with reading and writing, and includes the cultural knowledge which enables a speaker, writer or reader to recognise and use language appropriate to different social situations and their cultural background. Lian(2014) also suggested that literacy is an exercise in imagination. It stretches beyond words, language and print to include creative and ever changing skills that promote open and critical thinking and effective communication through a variety of contexts and forms.

4. Teaching and learning context Image retrieved from pixabay.com School background: The Northern Territory Primary school is a Foundation to Year 6 School Government school situated in rural Darwin, Berry Springs, with a student population of 280 students. The school provides all students with the opportunity to learn through an inclusive and well-adjusted curriculum, using the National Curriculum when planning to meet the specific needs of individuals and groups of children. Class background: There are 10 girls and 9 boys in the class. Students with hearing disabilities will sit next to or near the teacher. All students speak English as a first language and students are seated in table groups of four and are grouped according to their academic ability. When students talk, the other students are encouraged to face that student and listen. “Set up your school and environment in a way that unless kids read, they cannot get things right” (Lian, 2015). Students’ seats will be labelled with their names. The teacher will provide learning experiences that are accessible to and respectful of the diversity of students’ cultural backgrounds. The class will follow a whole class approach to positive behaviour management, the have you filled a bucket today? concept by Carol McCloud 2006 cited in Goodreads (2014) encourages positive behaviour as children see how rewarding it is to express daily kindness, appreciation, and love. The teacher uses a dialogical teaching style where there is a maximum level of talk about texts (produced or read) between teacher and students, and interactions are based mainly on authentic questions, with no pre-fixed answers. “As Dysthe (2000) shows, this style of teaching boosts learning through the dialogicality reached by reading and writing to talk (reading and writing tasks to focus and prepare class discussions) and talking to read and to write (oral preparation of tasks that require reading and writing)” (Cartolari, Carlino & Colombo, p.163, 2013). Furthermore, Dysthe’s (2000) findings evidence that in those cases where teaching is predominantly dialogical not only a deeper and more constructive learning is promoted, but also more opportunities are given to students who experience difficulties with academic reading and writing. Students will be required to complete set tasks each lesson that will enhance reading and comprehension skills for students of all abilities. English is taught everyday for an hour over 10 weeks of the school term and flexibility has been factored into my planning to allow for additional time spent on tasks in the teaching and learning experiences. Within this lesson sequence students will communicate through written, interactive and oral methods, including a verbal explanation during their PowerPoint presentation.

5. Pedagogical approach Image retrieved from www.kul.pl “Pedagogy is strategies, tools and activities put in place which have the potential to challenge the ways in which students interpret and action situations. These challenges help students explore different ways of looking at these situations and as a result expand the understandings on which they build their responses/ actions” (Lian, 2014). A student- centered approach will be used in to teach the lesson sequence as this approach will allow the teacher to assist students with the tools to explore and create based on their experiences. “A student- centered classroom is a place where we consider the needs of the students, as a group and as individuals, and encourage them to participate in the learning process all the time” (Jones, p.2, 2007). The teacher’s role is more that of a facilitator than instructor and the students are active participants in the learning process. “Tapping into students’ individual needs and desires would be the key of good pedagogy” (Lian, 2014). Aukerman(2006) suggests that if the teacher takes a step back and allows the students to become the possible knowers they become responsible for their own learning and are able to interpret text from their own perspective and assumptions. Lian (2014) states that teachers need to adapt a pedagogy that offers children with tools to enhance their interactions in the world. These tools/strategies need to be designed to challenge children’s thinking and reorganise their knowledge and thinking to find the answers and they should assist students with the tools to explore and create. Teachers need to support meaningful learning and as Lian (2014) states, provide them with tools that challenge what they think and allow them to find answers to their questions.

6. Unit overview Unit theme: Creating and sharing a personalised digital story book Year level: 4 The subsequent 5 lessons are designed to relate to the year 4 curriculum in the Australian Curriculum Assessment and Reporting Authority (ACARA). I have chosen to focus on year 4 as I hope to teach this year level during my teaching career. The unit incorporates a “balance of the three strands, literature, language and literacy in order for students to develop knowledge, in understanding skills, particularly in reading” (ACARA, n.d.). Students will listen to, read, view and interpret spoken, written and multimodal text with the primary purpose to inform others, incorporating picture books and simple chapter books. I will ensure each lesson has a purpose understood by the student. The lesson sequence focuses on higher order thinking to reinforce the understanding of purpose and engagement and support building on knowledge. During the teaching and learning experiences I will ensure students develop increasingly influential and personally relevant strategies for being in the world. According to Lian (2015), we need to be creative; it is through interaction that children learn only. The activities in the lessons have a high interactive component and uses tools such as ICT to jazz them up. The social capital for this unit of work will be the year 4 classroom and connections to the wider community will be made and understood. The symbolic capital will be identified through different designs of different types of books made by the students using a range of tools including ICT and the educational capital recognised through students’ interaction, feedback from peers and teachers and the way they interpret the world through language and textto produce a digital book to present to sick children at Royal Darwin Hospital. The unit will develop students’ literacy skills through engagement of meaningful and familiar experiences. Students make the decision to produce a digital story book related to their own personal experience or interest to be shared and presented to the sick children at Royal Darwin Hospital. Each student will design and produce a digital story book to promote interaction through humour, questioning and revealing answers and animation to engage and involve the sick children. Students will explore the elements of what makes a book appealing and engaging to a sick child using personal history, by sharing with peers, reading comprehensively and researching the different structures used to create consistency and impact. The students can choose to use a combination of written text, images, animation, music , text-to-speech and audio to create their digital story book. Students will be given the opportunity to establish practices of independent writing as they explore, create and learn to use resources, work with others to learn to collaborate and respond respectfully and thoughtfully and understand that writers get their ideas from conversations, personal experiences and constructing and reconstructing knowledge. They will engage in the unit by exploring topics and ideas that they find meaningful, drawing on their prior knowledge and expanding on these ideas to produce a digital story book that they can relate to and that will be engaging, appealing and entertaining for their audience. Throughout the process to create the digital story book the students will explore, brainstorm ideas, use mind maps to organise ideas and vocabulary, use picture sequencing to organise their story ideas, use their prior knowledge to research and construct new knowledge, compose a first draft and revise, edit and proofread their work.

7. Curriculum outcomes Australian Curriculum, Assessment and Reporting Authority (ACARA) Year 4 English Content Descriptions Language Expressing and developing ideas Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) • Building etymological knowledge about word origins and building vocabulary from research about technical and subject specific topic Literature Literature and context Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) • Comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors Responding to literature Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) • Sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) • Sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’) Examining literature Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts (ACELT1606) • Discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter Creating literature Create literary texts that explore students’ own experiences and imagining (ACELT1607) • Drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas Create literary texts by developing storylines, characters and settings (ACELT1794) • Collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

8. Continued.. Literacy Interacting with Others Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688) • Participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations • Developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently • Choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately • Exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) Interpreting, analysing, evaluating Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692) • Making connections between the text and students’ own experience and other texts • Making connections between information in print and images • Building and using prior knowledge and vocabulary • Finding specific literal information • Asking and answering questions • Creating mental images • Finding the main idea of a text • Inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds

9. Continued.. Creating texts Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) • Using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose • Using appropriate simple, compound and complex sentences to express and combine ideas • Using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695) • Revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) Year 4 achievement standard Receptive modes (listening, reading and viewing) By the end of Year 4, students explain how language features, images and vocabulary are used to engage the interest of audiences. Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

10. General capabilities According to ACARA (n.d.) the general capabilities incorporate the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century. The seven general capabilities are: 1.Literacy 2.Numeracy 3.Information and communication technology (ICT) capability 4.Critical and creative thinking 5.Personal and social capability 6.Ethical understanding 7.Intercultural understanding. The learning area for the sequential lessons focuses on the English curriculum content incorporating the general capabilities of Literacy, Information and Communication Technology (ICT) , Critical and Creative thinking and Personal and Social capability. Literacy- Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. They apply their literacy capability in English when they interpret and create spoken, print, visual and multimodal texts for a range of purposes. Information and communication technology (ICT) capability- Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. Critical and creative thinking- Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school. Students employ critical and creative thinking through discussions, the close analysis of texts and through the creation of their own written, visual and multimodal texts that require logic, imagination and innovation. Personal and social capability- Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

11. Goals

12. Lesson sequence design This lesson sequence design is based around the World-Word-World concept/framework. “Students explore, create and evaluate in order to share” (Lian, 2014). Lian (2014) states that we learn from the world, we produce texts, in order to impact on the world. The lessons will deliver a purposeful experience that is significant to students and supports not only reading but the overall use of language as a communication tool incorporating, speaking, listening and writing. World- Word- World Dialogue Creating Sharing

13. Lesson overview

14. Lesson 1-Introduce and engage for a purpose 60 minutes In this first lesson students will be visited by a local nurse from Royal Darwin Hospital who will give a presentation engaging the students in the difficulties that sick children in the hospital wards face. The nurse will explain that many of the children are very sick and can’t care for themselves and they can’t live at home because their families can’t give them the care they need. She explains that these children are very lonely, spending a lot of the day by themselves with little company and often incapable of leaving the hospital. This will stimulate discussion between the students on how they could help to make a difference in these children's livesfor even just a few hours. The students decide to create digital story books which on completion can be presented and shared with the sick children in the hospital wards and initiate contact that may be able to continue with regular visits to share future projects. They will consider books that they find engaging and interactive to present to the sick children. Students agree to design their books using animations to present a story that promotes engagement and interaction with the sick children. The focus being to create a light hearted and humorous book to brighten the sick childrens’ day. The teacher will read ‘The very hungry caterpillar’ by Eric Carle on the interactive whiteboard, modelling expression, fluency and changing voice tone. The students will consider how to make their digital book appealing to the children. They will think about their own experiences and why certain books are interesting or engaging to them. The teacher will ask the following questions: who is the author of the text? what might be their motive for creating the text? who's purpose does this text serve? how does it honestly make me feel? how might it make others feel? Is it the words, the pictures, rhyming, rhythm, humour, repetition or the expression used by the reader? What particular elements stand out? What types of books did they enjoy being read to them as a young child? Did they have any favourites and what was it that made them favourites? Students will break into pairs and discuss and share their thoughts and ideas. They will regroup as a class and share what they consider to be important elements in a book to engage and entertain their target audience. The teacher will write key ideas on a large piece of paper on the whiteboard so that this can be used to remind students of their ideas in the next lesson. Resources: The very hungry caterpillar and Dear Zoo books, teacher to organise a nurse from Royal Darwin Hospital to talk to students, interactive whiteboard and whiteboard markers, large piece of paper, permanent markers

15. Lesson 2-Explore 60 minutes The class will go to the school library and students will individually collect any books that they think would be a good representation of what would make an interesting story, bearing in mind their own experiences and memories of what interested them when they were younger, and choosing ones that provide a variety of different text types as examples when designing their own books. The library books will be brought back to the classroom to share and for future reference and guidance. Students will spend some time reading and exploring the library books in pairs, identifying the different elements that would be effective for their target audience and then regroup as a class to share any new thoughts and ideas of what would make an interesting and appealing interactive digital book. Comparing cover designs, layout, text type, font size, illustrations, colour, etc. The teacher will ask students the following questions: Why did you choose to read the book you chose from the library? What do you want to get out of the book you have just read? What is it that you know about the book you have just read? The students will be encouraged to choose a theme for their book that is meaningful and relevant to them, drawn from their own personal experiences or interests. Students will brainstorm topics that they might use for their book theme such as hobbies, holiday experiences, visiting the zoo, playing in the park, a special day at school, any subject that is familiar or meaningful to each student. Students will be supported to choose a topic that fits their interests and talents and stimulates their imagination and creativity, keeping in mind it has to engage and appeal to their audience as well. Resources: Teacher to ensure the library is free for students to visit the school library during the English lesson , whiteboard and whiteboard markers Image retrieved from pixshark.com Image retrieved from www.librarycampaign.com

16. Lesson 3- Evaluation 60 minutes This lesson will begin with students sharing their chosen ideas for the topic of their books with the class. Each student will receive oral feedback and support from their peers and the teacher. Students can use this opportunity to ask questions and respond to each students choiceof topic. Students will create a mind map with their theme/topic in the centre and then use images or words branching out from the primary central topic to encourage them to record their thoughts and ideas. They can choose to do this on paper; writing, drawing, gluing on pictures from magazines using any combination of elements that they feel best represents their ideas or use an iPad application such as ‘MindNode’ or ‘Simplemind’ on the iPad to create a mind map. Students can use a range of sources to help develop and expand their ideas and vocabulary like books, internet, communication and conversations with other students and the teacher. Click on this link to view iPad applications to create mind maps http://www.educatorstechnology.com/2013/11/top-10-ipad-apps-to-create-mindmaps.html At the end of the lesson, students will be encouraged to share their mind maps with the class. This will help to develop speaking and listening skills and provide the opportunity to explore the effects of changing voice tone, volume, pitch and pace in a more informal context and help to build their confidence for their final presentation in front of the children at Royal Darwin Hospital. Resources: Paper, magazines, iPads, interactive whiteboard, whiteboard markers

17. Lesson 4- Engaging with others (storyboards) 60 minutes Resources: iPads and class shared computers. Teacher needs to make sure the computers aren’t being used by another class during this time, interactive whiteboard Lesson 4 will focus on the students planning their book using the ‘Storyboard that’ online software storyboard creator tool on the iPads and class shared computers, using simple drawings or images to sequence and order their story. Students need to only use stick figures if they choose as this is providing them with the opportunity to explore and extend their ideas. Students can choose to add text but this is not a requirement as it is meant to be just a first draft plan of their story book. The text can be added at a later date after further planning. Using tools like ‘Storyboard That’ allows students to express their creativity and structure their work into a concise story. “Breaking down their thoughts into a few stages works critical skills in prioritizing the right information and creating a good story flow” (Storyboard That, 2014). Click on this link to view the storyboard website http://www.storyboardthat.com/ When students have completed this first draft of their story they can share it with other students to give them the opportunity to receive feedback and edit and fix up any gaps in their story. They can then go back and revise, add to or make alterations, if after discussing it with another student and they feel that they could improve or be more creative and imaginative to engage their audience. “Sharing with peers allows students to evaluate how well they are achieving the intended objectives and provides an opportunity to see a need for learning more” (Lian, 2014). Towards the end of the lesson, the class will regroup,with the teacher, they will explore the text-to-speech feature in PowerPoint on the interactive whiteboard. Text-to-speech is the ability of your computer to play back written text as spoken words and you can hear the text that appears on your screen. Students will be able to use this feature in their PowerPoint presentations if they don’t want to do all the speaking during their presentations. Here is the link https://support.office.com/en-au/article/Using-the-Speak-text-to-speech-feature-459e7704-a76d-4fe2-ab48-189d6b83333c?CorrelationId=41164698-93f8-46d8-b1df-b42e61b8af09&ui=en-US&rs=en-AU&ad=AU

18. Lesson 5- Explore, design and create 60 minutes Image retrieved from products.office.com In this lesson, the students will design and create their front cover and think of an appropriate title that will be short, catchy and relevant to the material in the book as well as appealing to their target audience. Students will spend time exploring the books they collected from the library in the second lesson. They will consider the books that they like and why they selected those particular books. Students will be encouraged to explore and research using the internet. Students can bring in books from home that they loved when they were younger and share these with other students, explaining the elements of the book that made it their favourite. Using resources of their choice, the students will design a front cover for their books. They might choose to design and illustrate the cover using pencils and paper, take a photograph of it and insert into their PowerPoint slide or use the PowerPoint program and insert images and text to design and create a cover. Students will incorporate the elements of animation, text- to- speech, audio and music into a PowerPoint presentation to investigate and preview the most effective ways to engage with their target audience. Students will be given the opportunity to google and preview some online digital book presentations produced on PowerPoint and YouTube. Examples will be provided for them to look at to help them get started. Students will watch and explore YouTube videos that explain how to insert animation, music and audio into a PowerPoint presentation. The students will be given time to engage, explore and experiment with the PowerPoint program so that they are confident and ready to use it to design and create their digital story book. They will be supported to practise recording their own voice to produce different sounds, using text-to-speech and audio effects to be included in their digital story book. Resources: Class computers, iPads, laptops, paper, camera, interactive whiteboard

19. Further lessons Students will be allocated time to play online interactive games and view websites to explore literacy with a focus on reading. They can play online games with a partner or in groups. Click on this link to view a range of online games which they could play http://www.primarygames.com/reading.php Lesson 6 and 7: Students will be allocated two lessons, three if needed to create their digital books using PowerPoint. Lesson 8: A lesson will be set aside for students to share, reflect and evaluate their final presentations with the class . Lesson 9 and 10: The teacher will organise for the students to go to Royal Darwin Hospital to present their books. Each student will present their digital book to the sick children at Royal Darwin Hospital using the ICT equipment in a booked out area of the hospital (teacher will arrange for a space to be kept empty for the students to present their digital story books and for the ICT equipment to be set up before the students arrive). Image retrieved from edshelf.com Image retrieved from www.readwell.org.uk Image retrieved from www.ohmymarta.com

20. Assessment and feedback Formative assessment will be used throughout the lesson by observing student engagement and participation throughout the process of creating the digital story book. I will know that my intended outcomes have been achieved by assessing the summative assessment piece which will be the final PowerPoint presentation to the sick children. Written feedback and notes will be taken during each student’s presentation at Royal Darwin Hospital and this will be given to students when they get back to the classroom so they can see their final result. Students will complete a self assessment on their own learning and PowerPoint presentation and give verbal feedback to other students in the class on their presentations about what they thought worked really well and not so well. I will provide verbal, written, formal and informal ongoing feedback to students throughout the teaching of the lesson sequence and on their final pieces of work. During the lessons the teacher will walk around the classroom providing constructive feedback to students on what they are doing well and not so well. Student learning and progress will be reported to parents at the end of the term in their school report/ at parent/ teacher interviews and if something needs to be reported before this time, the teacher will send a letter home, email the parents or call the parents to discuss any issues. Image retrieved from displays.tpet.co.uk Image retrieved from www.senate.iowa.gov

21. References ACT government. (2014). Literacy and Numeracy. Retrieved from http://www.det.act.gov.au/teaching_and_learning/literacy_and_numeracy Aukerman, M. (2006). Who's Afraid of the Big “Bad Answer”?. Retrieved from https://www.learnersedgeinc.com/file/aWho%27s%20Afraid%20of%20the%20Big%20%27Bad%20Answer%27.pdf Australian Curriculum, Assessment and Reporting Authority. (n.d.). Foundation to year 10 curriculum English curriculum. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1 Australian Curriculum, Assessment and Reporting Authority. (n.d.). Foundation to year 10 curriculum English General capabilities overview. Retrieved from http://www.australiancurriculum.edu.au/english/general-capabilities Cartolari, M., Carlino, P., & Colombo, M., L. (2013). Reading and Note Taking in Monological and Dialogical Classes in the Social Sciences, Australian Journal of Teacher Education Vol. 38 issue 6. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2071&context=ajte Goodreads. (2014). Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids by Carol McCloud. Retrieved from http://www.goodreads.com/book/show/1043218.Have_You_Filled_a_Bucket_Today_ Jones, L. (2007). The Student-Centered Classroom. Retrieved from http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf Lian, A. (2014). YouTube recordings, Powerpoints and various on Campus Lectures and Collaborative Sessions. Lian, A. (2015). YouTube recordings, Powerpoints and various on Campus Lectures and Collaborative Sessions. StoryboardThat. (2015). Storyboard that, The World's Best Online Storyboard Creator. Retrieved from http://www.storyboardthat.com/ All images retrieved from Google Images - http://www.google.com/imghp