Apps for Literacy Learning

During the session we were introduced to a number of different IPad apps including ‘Sock Puppets’, signalled at Key Stage 1, and Big Cat Phonics Books, signalled at Key Stage 2.  The app in which I trialled was called ‘Book Creator’, which I can see potential educational value within both Key Stages as it can be very versatile and adaptable.  My group created a fact book about pancakes, relevant to Shrove Tuesday, whereas others created stories and poems, some of which were original or variations of traditional stories.  Therefore, it can already be noted how this app can be used for many different purposes due to its creative format which is left completely up to the creator. 

‘Book Creator’ has much potential for literacy learning in the classroom.  It can give children a new format for creating stories in a multi-modal way.  As has been mentioned in previous blog posts, traditional print-based writing should not be dismissed from the classroom, however this app allows for a new and inventive way for children’s writing.  Children would be able to import pictures, videos and various animations to create this multi-modal text, perhaps supporting children’s enthusiasm for writing.  Children can create stories without the need for writing words due to the multi-modal aspects it encourages.  This could be beneficial for those children who excel at the communicative aspects of telling stories, but struggle to transcribe.  Additionally, this app would work well within a group, as was experienced within the seminar.  Therefore, children would be able to help each other with the various skills needed.

Not only does this app support children’s story writing skills, it also aids children’s speaking, listening and reading.  As was stated earlier, ‘Book Creator’ allows for video making and voice recording, encouraging children’s speech.  Children can then listen back and edit as they wish, ensuring they listen attentively.  Additionally, children can read stories off of this app that have already been created by the teacher, or simply from the sharing of each other’s books.  Studies undertaken by Simpson, Walsh and Rowsell (2013) suggest how children with mixed reading abilities are more disposed to working collaboratively whilst reading using touch screen as opposed to printed text.  Therefore, this could benefit struggling readers’ motivation.  Consequently, it is evident how the skills of speaking, listening, reading and writing can be intertwined within this resourceful app on the IPad.

As is stated by Dean (2012: 52), being literate in today’s world constitutes having the skills regarding non-print material and understanding “the kinds of truth – and untruth – that can be created through images and sounds”.  The ‘Book Creator’ app lends itself primarily towards this definition, giving it validity in the classroom.  I will definitely use this app on the IPad in my future practice as I believe it can encourage literacy, as well as ICT, learning in many different ways.  Initially, it took me some time to figure out how to work the app, but once I understood where everything was it was simple to use.  Therefore, I would ensure that children have the opportunity to become comfortable and confident with the app.  It disengages me when I use something I am uncertain of, thus ensuring children are content with the app is a necessity to certify using the app to its full potential.  An implication for me would be to engage more with the app before I bring it in to the classroom.  For example, using web links for copying and pasting into ‘Book Creator’ took some time to get used to.  I would give adequate time for this experience as this multi-modal technique supports children’s meaning-making skills, as is highlighted by Simpson et al (2013:1) who indicate that this is an interaction with the “semantic plane through touch” to accomplish such meaning-making. 

Therefore, the use of apps on the IPad, in particular, ‘Book Creator’, is beneficial within aiding literacy learning in many different ways and I will look forward to trialling this in the future.

Bibliography

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

 

Simpson, A. Walsh, M and Rowsell, J. (2013) ‘The digital reading path: researching modes and multidirectionality with iPads’, Literacy, 47 (3)