Mapping Multiliteracies, A Professional Development Resource Facilitator Training

1. Mapping Multiliteracies, A Professional Development Resource Facilitator Training

2. RESEARCH PRACTICE CHILDREN OF THE NEW MILLENNIUM MAPPING MULTILITERACIES, A PROFESSIONAL LEARNING RESOURCE MM, APLR The Development

3. “the lives of young children are saturated with multimedia..DVDs,CD-ROMS, computer games, digital music, email , text messaging, digital photography… this requires new thinking about different forms of literacy” Dr Susan Hill

4. "dad@hvn, ur spshl. we want wot u want &urth2b like hvn. giv us food & 4giv r sins lyk we 4giv uvaz. don't test us! save us! bcos we kno ur boss, ur tuf & ur cool 4 eva! ok?"

5. iZ Interactive Animatronic Music Maker- the ultimate fusion of music and toy! Twist and turn iZ's ears to create new combinations of rhythm and lead tracks; press his belly to change-up the beat! • - iZ's eye's bounce to the rhythm • - His horn pulses in rainbow colours to the beat! • Want to listen to your own tunes? Use the included cable to plug in your iPod or any music source • iZ also talks! He says the wildest things and even has his own special language. • Measures approximately 10.75 inches tall. Age 5+ years

6. The term multiliteraciescomprehensively covers the new electronic/digital literacies and the very important print based literacies, of particular importance in the early years.

7. Possible Models 1 day planning and 1 day facilitation - after hours - 4x 11/2 hour workshops = 2 TRT days - two ½ days using EYLP TRT release = 2 TRT days - one day using EYLP TRT release = 2 TRT days • The Facilitator’s Role • Facilitate workshops with educators in sites • Negotiate format ,venue and needs • Expectation - max 2 courses / term • Support • 1 day TRT planning / full course • TRT release to facilitate • Travel / accommodation / resources • Professional Learning Day - Maureen O’Rourke • July 27th or 28th EDC • EYLP website/ email contact • http://www.earlyyearsliteracy.sa.edu.au/pages/mmfac

8. The District Officer’s Role • Direct support to district facilitators • Shared facilitation • Monitor district needs • Negotiate workshops with facilitators • Monitor funding • Support • District Funding • Support from Policy and Program Officers

9. Policy and Program Officer’s Role • Direct support to District Officers • Monitor state needs • Evaluation

10. Workshop 1 • THE MULTILITERACIES MAP • Key Premises •  From an early age young children engage • with the powerful messages of multimodal • communication. • Effective teaching and learning incorporates the • multiliteracies of today’s world. • The four dimensions of the multiliteracies map support • educators to provide comprehensive literacy • experiences for all learners • Expected Outcomes • The Participants will have opportunities to: • -  Develop their understandings of multiliteracies • - Explore the application of the Multiliteracies Map in their setting

11. Overviewpages 28,29 • Four workshops approx 11/2 hours each • The Multiliteracies Map • Community connections • Reading and writing multiliteracies • New times, new learning • Each workshop incorporates : • Local vision,the Multiliteracies Map, group discussion, inquiry questions 1.1

12. The Multiliteracies Map The meaning making dimension involves understanding how different text types and technologies operate in the world and how they are used for our own and others’ purposes. The focus is on the function and the form of texts to make meaning. • Functional User • Locating, code breaking:using letters signs icons • Selecting and operating equipment • Moving between media, oral, paper,cameras, videos, • computers The functional dimension involves technical competence and ‘how-to’ knowledge —how to make it ‘work’, recognise icons, letters, words and other symbols. The critical dimension involves understanding that there is no one universal truth in any story and that what is told and studied is selective. The transformative dimension involves using what has been learned in new ways and new situations.

14. Broadening our sense of LITERACY …… Applying the Multiliteracies Map

15. DVD Chapter Mapping Multiliteracies • Activity page 35 • While watching, consider some key aspects • Discuss as a group • Activitypage 36 • “Texts and Functional Skills” 1.3

16. Using the Multiliteracies Map • A range of activities to support our use of the Multiliteracies Map pages 37 - 47 • Analyse print texts - adult texts / picture books / popular culture • Analyse oral language • Plan curriculum investigations • Reflect 1.4

17. What opportunities are there for you to use the Multiliteracies Map in your setting? Balanced programs? Literacy development for particular children? Resource allocation? Use of technology ? The focus of interventions?

18. Summary • Expected Outcomes • The Participants will have opportunities to: • -         Develop their understandings of multiliteracies • -    Explore the application of the Multiliteracies Map in • their setting • Suggested Inquiry Questions • How does my current program incorporate multiliteracies? • How can the Multiliteracies Map assist me to examine the • way I currently use texts with young learners? • How can it support me to examine individual children’s • literacy development? 1.5