Upon reflection of the use of new technologies and multi-modal texts, I think that they are extremely beneficial to providing children with an interactive and engaging learning experience. According to Bearne and Wolstencroft (2007), interaction within core lessons is crucial to engaging and motivating children. Merchant (2009) supports this by stating that visual literacy enables its users to see the possiblities for different kinds of learning relationships, different kinds of interaction and the variety of genres and purposes for literacy. However, whilst exploring the new technologies such as, jigzone, wordle and PowerPoint, I was able to understand why some teachers might feel uncomfortable or apprehensive about introducing new technologies into the classroom. Medwell, Moore, Wray and Griffith (2012) state that multi-modal dimensions of digital texts have challenged the notion of literacy, therefore, teachers are encouraged to keep lessons simple and to not let the fear of technology get in the way of creative lessons.
Merchant (2009) suggests that the central concern of visual literacy is reading and writing alongside new technologies. Therefore, by combining the two as opposed to separating them, children are able to see the links between school and home experiences more clearly. Bearne and Wolstencroft (2007) support this by stating how learning should be centered around children's experiences as many children use their experience of visual texts to give them inspiration for writing. Additionally, according to Merchant (2009), if literacy and ICT are separated then children are more likely to lack in progression.
As most children today could be considered 'natives' to technology (Palfrey and Gasser, 2008), there is a real opportunity for lessons to be more pupil-lead. Evans (2004), therefore, suggests that it is the teacher's role to allow pupils time to experiment with PowerPoint, the internet and other multi-modal texts at their disposal to decide for themselves how to make creative use of new media. I believe that through the incorporation of ICT in literacy, teachers will be providing children with more opportunities to access 'effective learning' that is of a similar experience to their home life (Walsh; 2010).
Bearne, E. Wolstencroft, H. (2007) Visual Approaches to Teaching Writing: Multi-modal Literacy 5-11. London, SAGE.
Evans, A. (2004) The Joys of Text. London, TES Magazine.
Medwell, J. Moore, G. Wray, D. Griffiths, V. (2012) Primary English Knowledge and Understanding. London, Learning Matters
Merchant, G. (2009) Literacy in Virtual Worlds. Journal of Research in Reading, Volume 32, Issue 1, 2009, pp 38–56
Palfrey, J. Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives. New York, Basic Books.
Walsh, M. (2010) 'Multi-modal literacy: what does it mean for classroom practice?' Australian Journal of Language and Literacy 33 (3) pp211-239
The home/school link with everyday use of technology is a very interesting factor in this era that we live in and as children are allowed to learn in other subjects by enquiry and a sense of autonomy to gain knowledge and understanding then why should it not be accessed within the literacy lesson. I am in agreement with you that by letting children have a element of own learning will help them to realise that everyday is lived with risks and whether things go right or wrong
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