Making meaning together: multi‐modal literacy learning opportunities in an inter‐generational art programme

Heydon, Rachel

doi:10.1080/00220270500422665

Cited by 29 publications

(21 citation statements)

References 7 publications

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“…To consider what participants did within the learning opportunities that were created in the class, I first had to consider what the actual opportunities were and how they were generated. In general, I found the opportunities to be similar to those from previous research (Heydon, 2007) in that they addressed all aspects of the communicational trajectory.…”

Section: Resultssupporting

confidence: 71%

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Multimodal communication and identities options in an intergenerational art class

Heydon

2011

Journal of Early Childhood Research

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This case study of multimodal pedagogies within an intergenerational (IG) art class addresses questions about the learning opportunities that were created therein and what the fixing of participants' ideas within a semiotic chain said about their facility with communicative modes and media, interests, and identity options. Key findings include: when compared to the adults' work, the children's use of media was more elaborate, experimental, and less inhibited and their designs more complex; the content of the children's communication was multifaceted, and future-looking while some of the adults' were constrained by limited identity options related to their position in the life course; and the class's multimodal pedagogies provided occasion for the exploration of modes and media with support for working through key communicational decisions. My life as a child in an Italian-Canadian family was defined by intergenerational (IG) relationships where there was no great differentiation between immediate and extended family members. People lived intergenerationally with grandparents sometimes being primary caregivers and children in turn learning about responsibility to family. Today, however, trends common to many industrialized societies such as geographic dispersal and the increase in the use of out-of-home care for children (McCain and Mustard, 1999) and older adults (Jarrott and Bruno, 2007) have reduced IG opportunities. Much can be lost when people of different generations are segregated. Within the literacy literature alone, children have been found to develop important literacy practices through IG interactions (e.g. Gregory et al., 2004) which contribute to their communication and identity options. In North America in the early 1960s in response to the loss of familial IG opportunities, systematically planned IG programs emerged (Larkin and Newman, 1997). IG learning programs, an offshoot of general IG programs, cropped up shortly thereafter and focused specifically on providing learning opportunities within IG contexts. Benefits of IG learning programs include increased appreciation for diversity (Jarrott and Bruno

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Section: Resultssupporting

confidence: 71%

“…I identified that many of the learning opportunities were literacy-related and discerned how these opportunities were supported pedagogically (e.g. Heydon, 2007).…”

Section: Context Of the Studymentioning

confidence: 99%

Multimodal communication and identities options in an intergenerational art class

Heydon

2011

Journal of Early Childhood Research

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“…Since that time the concept has become increasingly contested as new technologies and new applications for technology have emerged, many of which have been spawned by progressively ubiquitous access to the internet, and the proliferation of personal, mobile digital devices. Terms such as 'information literacy' (Zurkowski 1974), 'computer literacy' (Tsai 2002), 'internet literacy' (Harrison 2017), 'media literacy' (Christ and Potter 1998) and recently, 'multi-modal literacy' (Heydon 2007) have all been associated with effective use of digital resources in teaching and learning, and have been promoted as components of an inclusive view of digital literacy (Grusczynska and Pountney 2013). As Helsper (2008) identifies, reaching a singular definition of digital literacy is challenging, due to constantly evolving technological, cultural and societal landscapes redefining what, when and how digital technologies are used in personal and professional activities.…”

Section: Digital Literacy or Digital Competence?mentioning

confidence: 99%

From digital literacy to digital competence: the teacher digital competency (TDC) framework

Falloon

2020

Education Tech Research Dev

568

260

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Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students' skills in using 'educational' applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology's integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today's classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

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“…The effect of the multimodal process is seen through the detailed story maps that Liz and Jane drew as they planned and structured their written narratives. This strategy was absent when Jane wrote independently and “teachers need to understand, be conversant with and recognise the necessity of planning for the semiotics spheres involved in creating the emerging writer” (Heydon, 2007, p. 35).…”

Section: Resultsmentioning

confidence: 99%

“The three hags and Pocohontas”: how collaboration develops Early Years writing skills

Boyle¹,

Charles²

2011

Literacy

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This article relates a child's development in story writing and the progress that she made in achieving text cohesion, spelling development and ideation through the collaborative process. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain. The case study investigates the integration of major aspects of writing development such as collaboration, the importance of peer interactions through social learning and the fusion of illustrations and writing to assist children's communication and understanding. The authors examine the rationale for the inclusion of collaborative peer-assisted writing and peer interaction as a social writing process, supporting the young writer's affective domain development. The strengths and complexities of peer interaction, the role of illustrations and their positive impact on composition are discussed.

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Making meaning together: multi‐modal literacy learning opportunities in an inter‐generational art programme

Cited by 29 publications

References 7 publications

Multimodal communication and identities options in an intergenerational art class

Multimodal communication and identities options in an intergenerational art class

From digital literacy to digital competence: the teacher digital competency (TDC) framework

“The three hags and Pocohontas”: how collaboration develops Early Years writing skills

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