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Blog 3: Comic

Blog 2: Why should teachers care about Digital Literacy?

Today’s children are growing up in a world known as the ‘Digital Age’ where technology is swiftly developing and moving on. This constant exposure to digital media has modified the way ‘digital children’ process, communicate and use information. As a result they are extremely different from previous generations as recognised by The 21st Century Fluency Project.

The 21st Century Fluency Project emphasise that students today are limited in their ability to do well because lessons are aimed at children from another age. Therefore, it is up to teachers to become learners and discover the 21st Century digital world and its culture. Teachers are required to use the tools and skills that the children will need to have in the culture of the 21st Century. Therefore, teachers will need to adapt to the technological changes within the classroom so children can be aware of what may impact them in their future. For example, it is hard to find a company today that does not require some form of computer skill.

According to The 21st Century Fluency Project,  children today have a short attention span for traditional methods of teaching, therefore, traditional literacy should be used in conjunction with digital literacy in order to engage and motivate children, which is key to a successful lesson, as stated by Josiah (The 21st Century Fluency Project). Through banning digital media in schools, such as phones, teachers are missing out on opportunities to embrace the digital culture and incorporate it into lessons. For example, blogging is so embedded in the lifestyles of children today that teachers could use them within literacy as it is something they know and engage with.

It is important for the teacher and other educators, such as parents, to care about digital literacy because it is a part of the way children today communicate and it would be a disadvantage to not acknowledge this through the use of different forms of media literacy (The 21st Century Fluency Project). For those teachers and parents that are considered ‘immigrants’ to the digital world, it gives them a chance to explore and learn, with the children, the many opportunities that digital media has to offer.

 

The 21st Century Fluency Project: Understanding Digital Kids II

Why should teachers care about digital media?

Digital literacy is continuously growing in society and throughout children’s and adult’s lives. The fast changes that we see in our society are not a new observation, but has been occurring throughout History. Whether that be children changing from writing on wood to slate many centuries ago, or from children writing on pen and paper to using computers and mobile phones nowadays as recognised in The 21st Century Fluency Project.
Teachers need to recognise and adapt to these constant changes so children are able to learn what influences them most later in life. Some aspects of digital media started off as mere communication between peers such as blogs, mobile phones, video calling and social networking. However these forms of communication are being used more and more in companies, the workforce and for educational purposes. It also brings many opportunities for individuals. For example, children may be discussing their feelings about a particular topic and could very easily find many other responses to develop their awareness and broaden their thinking at a click of the button. This is something I would particularly like to develop as a student teacher and in my future teaching career. If I continue working with the children and using these digital media forms, it will increase their knowledge of the world and may help those low achievers get involved and progress more in a particular subject because 90% of learning we recall after it happening comes from being taught a concept applied to real time, a real world task or a simulation (Dale in The 21st Century Fluency Project).
Teachers need to care about and be able to teach digital literacy because the children need to learn how to be adaptable in the real world and later in life. It is no good dismissing the need to teach digital medias which is the view of some that was apparent in The 21st Century Literacy Project because children may never have the opportunity to use these media forms. All children need to be prepared for the future and by recognising what is happening in the present and being able to use this is the most effective way.
The 21st Century Fluency Project Understanding Digital Kids 2

Blog 2: Why should teachers care about digital literacy?

The social world in which today’s children grow up is becoming increasingly dependent on digital technology, enabling us to access information quickly, such as online news articles (Prensky, 2001).  Now there is a constant flow of communication, within which Digital Natives occupy multiple spaces online, communicating instantly with friends and people they would be unlikely to meet offline (Palfrey and Gasser, 2008).  This implies that online and offline relationships could have different dynamics, affecting how we communicate with and meet people.

Significantly, there is a concern that Digital Natives ‘are leaving more traces of themselves in public places online’ (Palfrey and Gasser, 2008:p7).  A potential danger is that information is available to future employers and in extreme cases, stalkers or paedophiles; therefore educating children about internet safety is becoming more essential (Palfrey and Gasser, 2008).  However, educators appear to be less confident teaching with digital technology, perhaps because they are Digital Immigrants in the new generation’s world (Palfrey and Gasser, 2008). 

Other issues include the fear that piracy could lead to companies losing money (Palfrey and Gasser, 2008), suggesting that digital literacy expands further than just knowing how to use technology.  Despite this, Palfrey and Gasser (2008:p9) argue that ‘we must put real threats into perspective; our children […] have tremendous opportunities in store for them, not in spite of the digital age, but because of it’.  Palfrey and Gasser (2008:p9) also state that we need to ‘balance caution with encouragement’, which is a growing challenge for teachers as criticism often surrounds video games and social networking.  With a widening divide between those who have or do not have access to technology, division between those who can use it competently or not produces an inequality for some (Palfrey and Gasser, 2008).  An implication of this is that in a society revolving around technology, children need equal opportunities to develop their digital literacy so that they can integrate themselves into this culture once they leave school.

References:

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives

Prensky, M. (2001)’Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?’ On the Horizon 9 (6)

Blog 2: Why should teachers care about digital literacy?

We live in an era where technology rules most people’s everyday lives. From mobile phones, computers and tablets, technological devices are readily accessible and as a result of this, children born in the 21^st century are coined as ‘digital natives’ (Futurelab 2010; 10). As practitioners, we need to be aware of ‘children’s lived experiences inside and outside of school’ (Futurelab 2010; 59) when they enter our classroom, to support them to ‘thrive in digital cultures’ (Futurelab 2010; 10). However, as stated in Futurelab (2010), teachers may not feel confident with their abilities as they are ‘less informed about technology’ (Futurelab 2010; 10), thus being categorised as a ‘digital immigrant’ (Futurelab 2010; 9).

Being a teacher means facilitating children’s learning, and due to this teachers need to overcome their fears of technology as ‘digital literacy is an important resource which supports learning’ (Futurelab 2010; 12). Incorporating digital literacy into the classroom, it allows children a safe environment in which to explore and develop knowledge, skills and understanding which Futurelab (2010) states will help them now and in the future. The inclusion of digital literacy with in a lesson, does not mean that traditional methods should be eradicated, but rather using them to acknowledge the ‘different skills’ (Futurelab 2010; 12) that children need.

‘Subject knowledge is constantly evolving’ (Futurelab 2010; 12), and as educators it is our responsibility to ensure that children are motivated and enthused with what they are doing. The advances in technologies allow for the content to not only be readily produced but also easily updated (Futurelab 2010; 12) thus keeping lessons current, engaging and applicable. If the care is taken to involve children’s interests of digital technologies, that they are accustomed to children outside of school, will this not then potentially benefit the work that is produced and the child’s learning? I feel that if we are going to be teachers in the 21^st century we need to facilitate the growing needs of our 21^st century children.

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Blog 2: why should teachers care about digital literacy?

We live in an era where there is so much technology that it is not surprising that children seem to be very confident with its use. They have grown up within the digital era. These children are known as 'digital native' according to Prensky (cited in Futurelab, 2010, p 9) compared to that of 'digital immigrants' who were not born within the digital era. However, according to Futurelab (2010) children are not often confident or as 'knowledgeable and savvy as they appear to be' (p 9). Teachers need to be able to incorporate children external digital cultures within the lessons to enthuse and motivate children. By using digital literacy within a lesson helps children to be 'curious, creative, critical thinkers that frame their emerging understanding'. By allowing teachers to have 'autonomy ' with their teaching practices according to Rose, will allow this to happen (cited in Futurelab, 2010, p 15). Internet safety is a cause for concern, not only for parents, but for those in the teaching profession. Futurelab (2010) recognises that these areas have to be addressed within schools to keep children safe whilst still allowing them to take 'risks as part of their digital development' (p 16). The Byron Review (2008) agrees and suggests that children, even though are empowered by digital literacy need to taught to 'understand how to manage and enjoy the Internet safely' (p 81). Through schools having effective policies concerning E- Safety digital technology/literacy and using within lessons will equip children with the skills that children need to succeed in the 21st century.


Futurelab, (2010) Digital literacy across the curriculum [online] Bristol: Futurelab (accessed 24.01.2013) www.futurelab.org.uk

Byron Review (2008) Safer Children in a Digital World, The Report of the Byron Review Nottingham: DCFS Publications

Blog 2: Why should teachers care about digital literacy?

For anyone born into an era where new technologies are established, Palfrey and Gasser (2008) have coined the term ‘Digital Native’ to describe such people. A defining characteristic of Digital Natives, according to Palfrey and Gasser (2008), is that their lives are ‘mediated by digital technologies...and they've never known any other way of life.’ This is why, as educators, we need to foster these children’s learning through the incorporation of digital literacy into our classrooms, and to draw upon the experiences they have had with such technologies.

Palfrey and Gasser (2008) have noted how ‘teachers worry that they are out of step with the digital natives they are teaching’ and explains how teachers feel the skills they have taught them over time are disregarded in place of new digital information available to them. Professionals within education have also been found to feel that ‘the pedagogy of our educational system cannot keep up with the changes in the digital landscape’ (Palfrey and Gasser, 2008) and this is exactly why teachers need to recognise the importance of digital literacy and the impact it will have on their classrooms.

It has been stated that ‘there is a huge risk that we, as a society, will fail to harness the good that can come from these opportunities’ of digital learning, as so much focus is placed on the problems and issues we, as educators, will face in doing so. Palfrey and Gasser (2008) believe that ‘we need to prepare our Digital Natives...to lead the way themselves toward a bright future in the digital age’ and also recognised how, for teachers, Digital Natives can guide them in this new ‘connected way of living’, therefore creating a two-way teaching system where everyone in the classroom can learn together. In all of this, the most important point for educators to remember is that our children have never-ending opportunities available for them ‘not in spite of the digital age, but because of it’ (Palfrey and Gasser, 2008) and that teachers ‘have the biggest responsibility and the most important role to play’ in making these opportunities available to our children (Palfrey and Gasser, 2008).

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding The First Generation of Digital Natives. New York: Basic Books (Introduction pp. 1-15)

Blog 1: Popular culture and its place in the primary classsroom

There is controversy surrounding the use of popular culture within the primary classroom, and due to children being increasingly ‘exposed to new technology’ (Blake, Winsor and Allen 2012; 26), ‘the concept of literacy has broadened’ (Rose 2008; 37). Marsh, Brooks, Hughes, Ritchie, Roberts and Wright (2005) found that ‘parents were generally very supportive of the role that popular culture, media and new technologies play in their children’s lives’ (Marsh et al 2005; 46), however, Lambirth (2003) found that some practitioners hold an opposing view stating that ‘they get enough at home’ (Lambirth 2003; 9). On the contrary, other educators believe that popular culture is ‘very prominent and […] has a big impact’ (Arthur 2005 cited in Marsh 2005: 175) in children’s lives.

When conducting a survey on student teachers, I found that they also held diverse views on the inclusion of popular culture in the classroom. Each of the three students I surveyed, said that popular culture should be used in the classroom however, student A held the view that they should be used with caution as some aspects of popular culture could influence children and distract them from the task in hand, this is supported by Buckingham and Scanlon (2001) as they state that ‘popular culture icons penetrate every aspect of children’s lives’ (Buckingham and Scanlon 2001 cited in Marsh 2005; 167).

With popular culture increasingly involving the use of technology, it is fundamental that ‘all children are taught to read and write in conventional ways’ (Dean 2010; 52). Student B and C supported this however, believed that the use of popular culture being introduced within the classroom context would benefit children and motivate them to complete a task. Conversely, Dean (2010) suggests that the use of popular culture and the new medias that are readily available in the classroom is ‘capable of distracting […] from classroom studies’ (Dean 2010:54).

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·         Blake, S. Winsor, D. and Allen, L. (2012) ‘Technology and young children: Bridging the communication- generation gap’ Hershey: IGI Global

·         Dean, G. ‘Rethinking Literacy’ in Bazalgette, C. (ed) (2010) Teaching media in primary classrooms London: Sage

·         Lambirth, A. (2003) ‘”They get enough of that at home”: Understanding aversion to popular culture in schools’ in READING Literacy and language 37 (1) pp. 9-13

·         Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., & Wright, K. (2005) ‘Digital beginnings: Young children’s use of popular culture, media and new technologies’ University of Sheffield pp.46-49

·         Marsh, J. (2005) ‘Popular Culture, new media and digital literacy in early childhood’ Oxon: Routledge Falmer

·         Rose, J. (2008) ‘The Independent Review of the Primary Curriculum: Interim Report’ London: Department for Education 

Should we incorporate popular culture into our classrooms?

The debate to whether popular culture should become a part of our classrooms is ongoing, consisting of vast amounts of research. It has been recognised how popular culture is ever-expanding, predominantly in children’s lives, and as this culture evolves, children are becoming even more exposed to non-print literacy (Walsh, 2010).

I have conducted an interview with a student teacher to explore their views on popular culture and the use of multiliteracies within the classroom to gain more insight into how they believe it will affect their classroom practice. The overall view on the matter was that incorporating popular culture would be very beneficial as teachers would be using the children’s personal interests as a starting point for their work, providing the children with immediate motivation and engagement in what they are learning. Other benefits highlighted during this interview were that using a variety of medias within the classroom would target the learning to a wider audience; meaning that a larger range of learning styles were catered for and which made learning more accessible for them. This view is in support of Arthur (2001) who states that ‘popular culture in early childhood settings enhance learning opportunities for children’ and also the view of Merchant (2007) of making education ‘more engaging for children’.

One barrier to using multiliteracies and popular culture which was noted was that of confidence. The student teacher I interviewed expressed concern that they would not feel confident in using a wide range of media in the classroom and stated that a teacher’s knowledge and experience may hold them back from engaging with these learning tools with children. Marsh et al. (2005) has recognised how teachers need to have more support as they experience these new technologies for themselves. This is also an issue explored by Dean (2010) who believes that teachers need to be provided with the opportunities to explore and develop their use of media in order to build the confidence required to incorporate them into the classroom.

To conclude, the student teacher fully supported the view that educators should use multiliteracies in order to ‘build links between children’s literacy experiences at home and those of the school’ (Coles and Hall, 2002) in order to ‘provide a meaningful program that includes the lived experiences of the child’ (Arthur et al., 2003).

Arthur, L. (2001) Contempory Issues In Early Childhood, Popular Culture and Early
Literacy Learning, volume 2, Number 3, 2001

Arthur, L., Beecher, B., Harrison, C., and Morandini, C., (2003) Sharing the lived experiences of children, Australian Journal of Early Childhood, 28 (2): 8 – 13 in Marsh, J. (2005) Popular Culture, new media and digital literacy in early childhood. Oxon: Routeledge Falmer

Coles, M. And Hall, C (2002) Gendered readings: Learning from children’s reading choices. Journal of Research in Reading, 25 (1): 96 -108 in Marsh, J. (2005) Popular Culture, new media and digital literacy in early childhood. Oxon: Routeledge Falmer

Dean, G. 'Rethinking Literacy' in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms London: SAGE

Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies University of Sheffield (Section 2.10 p.46; Sections 3.2 & 3.3 p48/49)

Merchant, G. (2007) ‘Writing the future in the digital age’ Literacy 41 (3) pp.118-128

Walsh, M. (2010) 'Multimodal literacy: what does it mean for classroom practice?' Australian journal of Language and Literacy 33(3) pp211 - 239

Blog 1: Should Popular Culture be incorporated into the primary classroom?

There is an ongoing debate amongst educators about the inclusion of popular culture within educational settings (Arthur, 2005). With digital communication continuously evolving, children are being exposed to more non-print literacy (Walsh, 2010). I interviewed a parent and student teacher to explore their views on the matter of incorporating popular culture in the primary classroom.

The parent thought that media culture can be useful as a way of engaging the children and helping to make learning more accessible to them. Dean (2010) supports this by stating how digital technologies make it increasingly easy to access and study non-print texts both in and out of school. However, the parent also discussed that popular culture should be ‘used with caution’ as not all children will have seen examples of it at home, therefore, may feel excluded and will not benefit from the teaching of it. This is supported by Arthur (2005) who states that the issue of equity including popular culture is crucial and should be taken into consideration. Interestingly, the student teacher explored the opposite opinion as she thought that children should not be exposed to media culture whilst they are still considered innocent as it can have a negative impact on their childhood, for example, violence in games. This is explored further by Arthur (2005) who states that exposure to video games and action heroes means children are including more violence and aggressive behaviour in their play.

The parent thought that incorporating media literacy should also be encouraged to engage children in a more interactive way of learning. However, she was adamant that it should not replace traditional methods of teaching literacy but used in conjunction with them. The student also thought it was a good idea as long as it aided the pupil's learning. However, she too was adamant that children should not be prevented from the traditions of talking and playing because they provide children with key skills. On the other hand, Walsh (2010) states that teachers can combine print-based literacy learning with digital communications effectively to aid children's developing skills.

 

Arthur, L. (2005) 'Popular Culture: views of parents and educators' in Marsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood Oxon: RoutledgeFalmer

Dean, G. 'Rethinking Literacy' in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms London: SAGE

Walsh, M. (2010) 'Multimodal literacy: what does it mean for classroom practice?' Australian journal of Language and Literacy 33(3) pp211 - 239

Blog 1: Student Teacher Survey

Throughout schooling and education, literacy is continuously evolving, adapting and changing due to an advanced technological society we currently live in (Marsh, Brooks, Hughes, Ritchie, Roberts, Wright 2005). As well as this, there is an ever growing popular culture, especially in children’s lives (Lambirth 2003). Whilst undergoing a survey with two student teachers, I discovered some attitudes towards using popular culture in the classroom to teach. Both student teachers agreed that popular culture was about popular culture and the majority. Arthur (2005) takes this statement further by relating it to the media and children’s passions, for example, today that could be Moshi Monsters, X Factor, Gangnam Style. Student A used Moshi Monsters to assist in teaching a phonics lesson, likewise student B used marvel phonics books. Both stated that these were successful in the lower school. In upper school I have also used a Christmas version of Gangnam Style as a fun activity at Christmas to engage the pupils with music. This was successful because the children were fully engaged; however, a problem I found was that they would continuously ask if we could sing it at inappropriate times. Both student teachers gave similar answers to the survey (despite being from different Universities), agreeing that teachers may not be as confident in using popular culture. However, Marsh et al. (2005), found that teachers of early years were confident and excited about the use of popular culture in the classroom, their main concern was using different technologies and media forms. To overcome this, Marsh et al. (2005) stated that their needs to be more support for teachers and experience in using new technologies themselves, therefore, their confidence will build to use these as a tool for learning. Dean (2010) states that when new technologies are used they are used as a support for Literacy, not alone. From this, teachers should progress the use of them to be entwined with other subjects, as well as using them solely as their own tool for learning.

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Arthur, L. (2005) ‘Popular Culture: views of parents and educators’ in Marsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood Oxon: RoutledgeFalmer
Dean, G. ‘Rethinking Literacy’ in Bazalgette, C. (ed) (2010) Teaching Media in Primary Classrooms London:Sage
Lambirth, A. (2003) ‘”They get enough of that at home”: Understanding aversion to popular cultures in schools’ Reading 37(1) pp.9-13
Marsh, J. Brooks,G. Hughes,J. Ritchie, L. Roberts, S. Wright, K (2005) Digital beginnings: Young children’s use of popular culture, media and new Technologies University of Sheffield (Section 2.10 p.46; Sections 3.2 & 3.3 p48/49)

Blog 1: Should Popular Culture be Explored in Primary Schools?

Blog 1: should popular culture be explored in primary schools?

'Popular culture in early childhood settings enhance literacy learning opportunities for children' (Arthur, 2001, p 295). Having interviewed a parent and two student teachers (I sent more surveys out, however had only three responses sent back) it was interesting to see the difference perspectives that each one had to offer. The parent felt that in the right context that popular culture should be explored, but felt that because there is so much within the home environment that it should be explored as a leisure activity and not the main focus within the lesson, this would be in accordance with traditional thinking educators (Dean, 2010). The parent also had concerns that the use of popular culture that had been explored in class influenced her child within the home environment. The student teacher had a really interesting point of view and stated "if there is something like commercial products that interests someone it should be researched in their leisure time". Both of these views are in strict contrast than those who have researched using popular media culture within a primary classroom setting. There seems to be a strong emphasis towards the teaching of popular culture but only when generated towards the learning. It has been acknowledged that popular culture can bring literacy levels up especially for boys from lower social cultural standing (Arthur, 2005) and can build speaking and listening knowledge from these influences, which the National Curriculum (1999) is an advocate of. My third response had a completely different perspective about using popular media culture within the classroom environment. This student teacher was in agreement with Merchant (2007) suggesting that teachers should be able to use a variety of media to help with the development of literacy knowledge to make it more engaging for children. The student teacher continued that popular should be tailored within a lesson so not to sidetrack children. Also expressed in cocordance with Arthur, L (2005)were issues of race, gender or ethnicity within popular culture, in regards to this when taught properly the benefits for teaching popular culture far outweigh the negative attributes that it may bring.


Arthur, L. (2001) Contempory Issues In Early Childhood, Popular Culture and Early
Literacy Learning, volume 2, Number 3, 2001

Arthur, L. (2005) 'Popular Culture: views of parents and educators' in MArsh, J. (2005) Popular Culture, New Media and Digital Literacy in Early Childhood Oxon: RoutledgeFalmer


Dean, G. 'Rethinking Literacy' in Balzalgette, C. (Ed) (2010) Teaching Media in Primary Classrooms London: Sage

Department of Education and Employment (1999) The National Curriculum, handbook for primary teachers in England London: Qualifications and Curriculum Authority

Blog 1: Interview about attitudes towards using popular culture in the classroom

In a continually evolving society, technology is becoming more prominent in people’s everyday lives (Dean, 2010), therefore being able to access and understand it is increasingly important.  I interviewed a student teacher (Student A) to gain insight into her attitude towards using popular culture in the classroom.  One idea which arose from this was the link between multimodal texts and children’s experiences outside of school.  Student A expressed that using technology and popular culture in literacy made it relevant to children, which complies with Dyson’s view (2001:15) that ‘children must stretch familiar resources from their communicative experiences into new social constellations if they are to participate meaningfully into the literacy social practices of school’.  However, as political debates lean towards traditional literacy, this relationship between children’s school and home experiences could be diminished (Merchant, 2007).  Interestingly, Student A suggested that multimodal texts are engaging, particularly as they could be considered a reward.  However, she raised concerns about their ability to support the National Curriculum, stating that teachers would need to clear and well established aims before considering using them in literacy.  This is amongst many teachers’ anxieties, possibly because texts such as comics are still considered inferior to chapter books (Dean, 2010).  The most surprising response was the idea that whilst multimodal texts are engaging, ‘they can only go as far as to capture the imagination in children:  Typical storybooks can inspire in a way films or moving images can’t… films already do the thinking for you’.  This challenged my perception of using popular culture in the classroom, as Alexander (2009) suggests that being literate in non-print media is equally as important as accessing print texts.  Additionally, they appear to promote a number of literacy skills, for instance, moving images can develop understanding in narrative and story sequencing, therefore they seem to support children’s learning (Dean, 2010).

Amy Knowles

References:

Alexander, R. (ed.) (2009) Children, their World, their Education: Final Report and Recommendations of the Cambridge Primary Review. Abingdon: Routledge.

Dean, G ‘Rethinking Literacy’ in Bazalgette, C (ed) (2010) Teaching Media in Primary Classrooms London: Sage

Dyson, A.H. (2001) ‘Where are the Childhoods in Childhood Literacy? An Exploration in Outer (school) Space’.  Journal of Early Childhood Literacy 1 (1) pp.9-39

Merchant, G. (2007) ‘Writing the future in the digital age’ Literacy 41 (3) pp.118-128

Welcome to our Media,Language and Multiliteracies/Multimedia and Technology Joint Blog
I will bepostingmessagesanduploading documents,links etc across the module and  I look forward
to reading your postsover the coming weeks.

Best regards Pam