A reflction on my learning, throughout the module.

At the beginning of this module, I lacked confidence in trying different ways of working with digital technology, a fear held by many teachers (Prensky, 2001). This may be due to self-doubt of my own functional skills, due to the assumption that young people are digital natives with a far greater understanding of digital technologies that of their teachers (Future Lab, 2010). This had consequently caused me to question my ability to teach digital literacy. I felt anxious about the implementation of digital technology and the incorporation of popular culture within the primary curriculum. However, as a result of seminars and our time in school its presence has been found to be invaluable for motivating, and providing an opportunity to share knowledge and expertise in the classroom (Marsh, 2000). It can therefore facilitate a dialogic classroom which enables children to create shared meanings and therefore create more memorable learning experiences (Kenner, 2006).

This module has additionally influenced my interest in my dissertation; improving year two boys’ engagement with writing, through the use of visual literacy. In particular, the sessions concerning the use of comic books opened made apparent the undeniable surge in the popularity of comic books and graphic novels, as well as their validity as an art form that is as satisfying and effective a reading experience as any other form of literature (Stafford, 2011). The visits to a primary schools, and working with a group of children when developing multimodal texts has reinforced the motivating effect that digital literacy can having on a learning experience.

The skills knowledge and understanding of digital literacy are becoming indispensable as young people grow up in a society in which digital technology and media play an even more important role (Future Lab, 2010). Therefore, through completing this module and the on line blogs, my ability to become an effective English subject module leader has been heightened, for it has developed my awareness of effective learning tools and experiences. In the light of teaching English, I must ensure that the interests of all children are reflected in the texts made available within the classroom, for it has been found that there is an increasing gap between student preferences and materials that are provided by schools (Worthy et al, 1999). It is therefore important to provide motivating classroom opportunities, including all types of multimodal text; particularly comic books (Versaci, 2001).

Bibliography

Future Lab. (2010) Digital Literacy across the Curriculum. [pdf] Available from: http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf(Accessed: 28/03/14)

 

Marsh, J. (2000) ‘Popular Culture in the Classroom’, Literacy Today Available at: http://www.nationalliteracytrust.org.uk/pubs/marsh.html (Accessed : 25/03/14)

Prensky, M. (2001) ‘Digital Natives, Digital Immigrants, Part II’: Do They Really Think Differently University Press, Vol.9:6, pp.1-9

Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom Oxon: Routledge

Versaci, R. (2001) How Comic Books Can Change the Way Our Students See Literature: One Teacher's Perspective The English Journal, vol 91, pp.61-67



Worthy, J., Moorman, M. & Turner, M. (1999) What Johnny likes to read is hard to find in school Reading Research Quarterly, 34, pp.12-27