Literacy Moves On Chapters 1-5

Chapter one is the introduction of multimodal texts. It tell us as future teachers to look more closely and identify the different affordances of text, think about observe and describe in multimodal text productions in the classroom, help children to make choices in relation to the different reading pathways they can take through texts, and finally what can be done to help children to move from one to another. Chapter two is an introduction of using media in the classroom thru creating moving stories. Suggested implications of practice include media education in the early years curriculum, provide opportunities for the children to engage in digital editing, compare and contrast versions of the same story told in different formats, encourage children to retell stories using different media, and finally use children’s prior expertise in this area as a starting point. Chapter three moves on to explain to us how children interpret stories in print, film, and computer games. This is done through acknowledging the students experiences and expertise with different narrative forms, be aware of the differences among students and consider the implications for classroom organization, take advantage of students broad experiences with more common media forms to help with the exploration of different kinds of narrative understandings, do not assume expensive technology is necessary, remember the power of talk, and finally do not waste a fascinating opportunity to look at ways of telling stories. Chapter four explores the children’s on screen identity through; encouraging them to experiment with writing using computers, providing opportunities to use email for varied purposes in the classroom and by valuing and celebrating children’s productions of multimodal texts. Chapter five gives of examples of how to create opportunities for critical literacy with young children. This can be done through critically looking at popular culture artifacts as soon as possible, paying close attention to opportunities to work critically with texts, and lastly by valuing and encouraging children’s use of multiple ways of knowing about texts.