Wednesday, January 30, 2013
Week 3 - ED
Week 3 - Does the use
of comics and graphic novels within the primary literacy curriculum undermine
the values of the classroom or do they offer opportunities for learning?
Multimodal texts are inevitability present in children’s lives (UKLA
2005). There are ongoing debates and criticisms about including graphic novels
and comics into the literacy curriculum. These texts have received the ‘severest
criticism but also repeated calls for censorship, even at times outright
banning’ (Millard & Marsh 2001:25) mainly for their content which can
include visual horrors and acts of violence. In terms of both genders, boys
comics were thought to promote violence and girls to induce a soppy passivity;
therefore inappropriate for children at this stage in their lives (Millard
& Marsh 2001:26).
Although there are many negative perspectives to including graphic novels
and comics in the literacy curriculum, there are also arguments to identify
benefits of including these texts. One benefit is the amount of children that
enjoy and read comics. Millard and Marsh (2001) found that by the age of 10
comics accounted for over a third of children’s reading, which presents that
graphic novels and comics can play an important part in encouraging reading amongst
pupils (L & T Scotland). However, visual literacy ‘is rarely granted status
within our education system’ which provides concern as teachers have been
educated to stress the importance of enrichment through reading (Millard &
Marsh 2001:27). Teachers must be aware of the popularity of graphic novels and comic
reading (Millard & Marsh 2001:26). Children perceive reading comics to be
easier than reading a books and teacher’s can utilise this to gain further
participation in reading (Millard & Marsh 2001:33). It is possible for
teachers to build graphic novel and comic collections, which challenges the
good reader whilst supporting those less enthusiastic (L & T Scotland)
providing a ‘storytelling vehicle’ (Stafford 2009). It can also provide a discourse
which can be used to enhance children’s shared understanding and pleasurable
texts as popular culture has an appeal that draws in non-traditional support
for literacy development.
To conclude, ‘the
complexities of layout of comics and the reading skills demanded by them are by
no means unchallenging’ (Millard & Marsh 2001:33). Schools
should ensure that they provide reading materials, such as graphic novels and
comics, to insure the interests of all children and therefore enhance and
benefit their reading development.
Bibliography
Learning and
Teaching Scotland: Graphic Novels in the Curriculum. http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp
(accessed 01/02/2013)
Millard,
E. & Marsh, J. (2001) ‘Sending Minnie the minx home: comics and reading
choices’ Cambridge Journal of Education
QCA/UKLA
(2005) More than words 2: Creating Stories on page and screen. London:
QCA
Stafford, T.
(2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching
children’s literature: Making stories work in the classroom. Abingdon:
Routledge.
Links to pictures used in comic
http://www.google.co.uk/search?q=goldilocks&hl=en&tbo=d&source=lnms&tbm=isch&sa=X&ei=FuYIUYH8DIqb1AXDqoHQCA&ved=0CAcQ_AUoAA&biw=1280&bih=929#imgrc=EAwgQ47xyUN2_M%3A%3Bl6bWXHVIbatYGM%3Bhttp%253A%252F%252Fblogs.capecodonline.com%252Ffile%252Fimport%252F7f657343-9a48-4547-9b55-079e7cb92687.jpeg%3Bhttp%253A%252F%252Fblogs.capecodonline.com%252Fcape-cod-theater%252F2009%252F05%252F28%252Fauditions-goldilocks-with-the-aliens%252F%3B500%3B630
http://www.google.co.uk/search?hl=en&q=daddy+bears+bed&bav=on.2,or.r_gc.r_pw.r_qf.&biw=1280&bih=929&wrapid=tlif135953797152410&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=QucIUfXvAZHK0AXj2YHwDA#um=1&hl=en&tbo=d&tbm=isch&sa=1&q=three+bears&oq=three+bears&gs_l=img.3..0l10.16775.20068.0.20402.15.13.2.0.0.0.92.754.13.13.0...0.0...1c.1.q5gzJa70R-o&bav=on.2,or.r_gc.r_pw.r_qf.&bvm=bv.41642243,d.d2k&fp=ba33eb410549ecb3&biw=1280&bih=929&imgrc=TmEHXppmOE_qFM%3A%3B_J4Kzemd76_xYM%3Bhttp%253A%252F%252F3.bp.blogspot.com%252F-xKEjk9slQZ4%252FT6iHNh947cI%252FAAAAAAAABDM%252FUFV5P4gCvKw%252Fs1600%252Fthree%252Bbears.jpg%3Bhttp%253A%252F%252Ftrininista.blogspot.com%252F2012%252F05%252Fflirting-world-championships.html%3B640%3B46
Tuesday, January 29, 2013
Week 2 - Why should teachers care about digital literacy?
Digital Literacy is a newish aspect of teaching and
is one that has varying viewpoints surrounding it. Teachers are now educating a
world of ‘digital natives’. Some find this impressive, some find this annoying,
some even find it frightening (Palfrey & Gasser 2008) however there seems
to be one common train of thought; “these kids are different” (Palfrey &
Gasser 2008:2) Their way of doing things is very different from when you were
growing up and the scary part is “they’ve never known any other way of life”
(Palfrey & Gasser 2008:2)
We should not ignore the way the “digital era has
transformed how people live their lives”. (Palfrey & Gasser 2008:3) It
means that we as professionals have to embrace this “rapid period of technological
transformation” (Palfrey & Gasser 2008:3) as “Just as technology
is playing an increasing
role in culture generally, so too does it play a
growing role in the lives of children.” (Futurelab 2010:7) Therefore we
must adapt our pedagogy to incorporate this; making us known as ‘digital settlers’
or ‘digital immigrants’.
This digital era causes a widespread fear amongst
parents, who worry about their digitally connected kids and it is supported
that “they all have legitimate reasons to worry about the digital environment
in which young people are spending so much of their time”. (Palfrey &
Gasser 2008:8) This is mainly a fear of the impact of the Internet and the
situations it can expose young people to; this fear is fed by the media. Palfrey
and Gasser acknowledge that within ensuring safety in this digital era “parents and teachers are on the front line.
They have the biggest responsibility and the most important role to play.” (Palfrey
& Gasser 2008:10) As we are seen to have this important role we should
remain professional at all times. Teachers also have their concerns however,
generally ones about our own ability to keep our skills as up to date as Digital
Natives and also the pedagogy of our own education system keeping up with the
ever changing digital landscape. (Palfrey & Gasser 2008) The Born Digital
text enhances that it is important to “take both the challenges and the
opportunities of digital culture seriously” (Palfrey & Gasser 2008:8) and
embrace these as well as remembering that all the traditional values currently
being taught will also be relevant in this new digital world of teaching. It
seems silly that nowadays children start school “with an existing
knowledge and experience of digital media.
Yet, the use of technology they
experience
in schools often bears little relevance to the ways in which they
are communicating and discovering information outside of school.” (Futurelab
2010:11) We should be using their knowledge and skills and building on it and
expanding it. Therefore as teachers we need to remain professional
within this change to the digital era and we should overcome any doubts and
fears by learning “how to balance caution with encouragement”. (Palfrey &
Gasser 2008:9)
FutureLab (2010) Digital
Literacy Across the Curriculum: http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
[accessed 28/01/2013]
Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding in the first generation of digital natives
New York: Basic Books
Monday, January 28, 2013
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