Multimedia and Multiliteracies in the Primary School: Linking Theory and Practise (Part 2)

Multimedia and Multiliteracies in the Primary School: Linking Theory and Practise (Part 2)

 Through working with the children in school on today’s visit, it has been possible to reflect on particular challenges and what I have learnt from working with a group of year one children. A surprise for me was the extent to which the children were accustomed to using Ipads as, on introduction, we asked the children if they had used an Ipad before, all children put their hands up. This showed the extent to which children have become familiar with using technology to support their learning.

 In terms of my own learning, I have learnt how to use apps in order to support literacy through experimenting with a variety of literacy based apps and allowing the children to use them, it was possible to observe the versatility of the apps and the usefulness they posed to this particular group of children. It also became noticeable how the use of multimodal texts could support and facilitate speaking and listening. This was shown through the children’s motivation to take part in videoing and recording audio clips. Although it was not possible to assess progression from the visit as it was the first time we had met the children, it was surprising how the confidence of the children that appeared ‘shy’ to begin with, really enjoyed becoming involved in creating the digital book. Therefore reflecting how digital literacies may be useful in supporting less confident children in developing speaking and listening skills through the motivation of a new type of literacy learning (Burnett, Dickinson, Myers & Merchant 2006).

 Potential challenges from today session were firstly, the ability to allow children more creative control over the project. From discussion with the children, it became clear that the children had excellent ideas, but it was particularly challenging for me to be able to match their ideas to the ICT which was required. This caused me to consider how subject knowledge is crucial in being able to support the teaching of digital literacies through using multimodal texts (Allen, J., Potter, J., Sharp, J., & Turvey, K., 2007) and therefore it is necessary for me to further develop upon my subject knowledge through both reading and experimenting with multimodal texts and Ipads. As well as this, it was necessary to reflect on how future planning for this type of activity requires a great deal of flexibility as well as having resources set up for the children. Allen et al. (2007), states that it is necessary to be familiar with the resource setting in order to appropriately plan and prepare for the use of ICT, this view is shared with Holloway & Valentine (2003) that draw attention to the access to equipment and space. I found this a positive challenge today as we had some excellent opportunities to be resourceful and ‘think on our feet’ as we did not plan for some of the resources we were encouraged to use or the amount of space we would have, It will be useful to consider these features in my future practises in order to be fully prepared.

 

 Allen, J., Potter, J., Sharp, J., & Turvey, K. (2007). Primary ICT: knowledge, understanding and practice. Exeter: Learning Matter Ltd.

 Burnett, C., Dickinson, P., Myers, J., & Merchant, G. (2006). Digital connections: Transforming literacy in the primary school. Cambridge Journal of Education, 36(1), 11-29.

 Holloway & Valentine (2003) cited in Burnett, C., Dickinson, P., Myers, J., & Merchant, G. (2006). Digital connections: Transforming literacy in the primary school. Cambridge Journal of Education, 36(1), 11-29.