Reflection on the module

Reflecting on this module, I have been introduced to many new concepts and ideas regarding literacy learning, some of which have been challenging.  I have learnt a significant amount during this module and it will provide implications for my future role as an English subject leader.

I now have a sound knowledge of what literacy means in the 21^st century and how this impacts on today’s children, with the main notion of children being ‘digital natives’ (Prensky, 2001) which supports the use of new literacies and media in the classroom.  This is because children are growing up with this technology and as teachers we need to prepare them for their role as a future digital citizen, as outlined by the National Curriculum (DFE/QCA, 2013).  A critical factor is the anxiety of dismissing traditional pen and paper writing methods and reading books.  Dean (2010:53) states that the written word was the “currency of success”, which questions the new technology, especially as new media within the home has been blamed for lower literacy standards over the last century (Dean, 2010).  As an implication for my future teaching, I will ensure that technology is used to enhance learning opportunities and not overtake the traditional methods.

I have learnt that 21^st century literacy incorporates the use of graphic novels and comics.  Undeniably, children’s attention spans increase when something interests them (Prensky, 2001), supporting the use of new media and popular culture in the classroom.  Linking back to the home context, Dean (2010) considers that graphic novels are popular with boys.  Therefore, an increase in reading could be achieved if reading preferences are brought into the learning environment.  Although there are controversial debates regarding popular culture in the classroom, including comics’ disproval due to promotion of violence and passivity of women (Millard and Marsh, 2001), they can offer a variety of learning opportunities.  Having studied popular culture and being exposed to the vast amount of learning opportunities, I will endeavour to incorporate it into my teaching.

Having explored Web.2 technologies and new literacies in the seminar, I am fully aware how I can integrate this within my teaching, particularly by using ‘Jigzone’, for example, to act as a stimulus to a new topic.  Additionally, I understand how blogs and podcasts can be used by children in school to widen teaching and learning opportunities, enhancing reading, speaking and listening skills.  Moreover, from using ‘Book Creator’ at Shirley Warren, I have learnt that it can provide a wide variety of learning experiences, especially for those children who struggle with the written word.  It allows for children’s expression without hesitance.  Although these technologies are educationally beneficial, E-Safety has to be considered.  Children are inevitably going to be exposed to and able to access inappropriate material on the internet.  As the Byron Review (2008) (online) suggests, supported by Becta (2010), practitioners need to teach children to manage these risks in order to stay safe.  Therefore, I will train myself concerning the current legal requirements and ensure the safeguarding of children in my future teaching career.

Furthermore, having learnt about the debates over advertising, I am aware of how I can incorporate this into teaching.  It is a controversial issue within today’s society as young children may not understand the intentions of the advertisers and begin to ‘pester power’ (Stanbrook, 1997).  Advertisements can cause children to become vulnerable, especially young girls who aim to buy products to heighten their self-image as this is what they are being exposed to.  Therefore, I have a knowledgeable understanding about how I am going to teach advertising to children as it is such a current issue.  Children need to be taught about the purpose of them and this can be incorporated throughout cross-curricular tasks.  The pressures on the school curriculum unfortunately put limited emphasis on the teaching of adverts (Gunter, Oates and Blades, 2005), thus I will have to ensure that children have the knowledge instilled in them to prevent naivety.

To conclude, I have experienced and learnt many significant aspects regarding media, multiliteracies, multimedia and technology and now feel more confident in using them in the classroom.  As an implication for my future role as an English subject leader, I understand how I can link literacy learning with ICT to expand and enhance the curriculum.  As the National Curriculum states, children should be “able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world” (DFE/QCA, 2013:188).  I have heightened my technological knowledge within this module and although challenges will undeniably ensue within its use, many educational opportunities arise from it and I aim to enthuse, engage and motivate the children I teach.

 

Bibliography

Becta (2010) Safeguarding in a digital world: An overview for learning providers. Coventry: Author (accessed 25/03/14) http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/safeguarding-digital-world-learning-providers.pdf

 

Byron Review (2008) Safer Children in a Digital World: The Report of the Byron Review. Nottingham: DCSF (accessed 25/03/14) http://dera.ioe.ac.uk/7332/1/Final%20Report%20Bookmarked.pdf

 

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

 

DFE/QCA (2013) The National Curriculum in England, DFE/QCA

 

Gunter, B. Oates, C. & Blades, M. (2005) Advertising to Children on TV. New Jersey, Lawrence Erlbaum Associates

Millard, E. and Marsh, J. (2001) ‘Sending Minnie the Minx Home: comics and reading choices’, Cambridge Journal of Education, 31 (1)

Prenksy, M (2001) ‘Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? in On the Horizon 9 (6)