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Inside Teaching : April 2011
inside teaching | April 2011 CURRICULUM & ASSESSMENT 38 refers to students as ‘digital pioneers’ and ‘creative producers’ of their future. She also refers to an expanded concept of literacy, where digital literacy sits beside the book in the creation of a literate person, and to ways that schools can support learning across in-school and out-of- school settings. Using the Marvin program to create multimodal responses to texts is one example of how we as educators can support student learning in a digital age. Our proud students have even published a class multimodal file on YouTube. Lorraine Beveridge is a primary teacher and school assistant principal in the Hunter Central Coast Region of the New South Wales Department of Education and Training. Amy Merchant is a primary education student at the University of Newcastle. Image courtesy the Northern Territory Institute for Community Engagement and Development. REFERENCES Groundwater-Smith, S. (2007). Supporting Student Learning Environments in a Digital Age: Listening to young people report. Sydney: NSW Department of Education and Training. Jennings, P. (1990). Unbearable. Melbourne: Puffin. Professional Learning and Leadership Development website of the NSW Department of Education and Training. (2006). Quality Teaching. Available at www.det.nsw.edu.au/proflearn/ areas/qt LINKS For more on the National Accelerated Literacy Program, visit www.nalp.edu.au For more on the Northern Territory Institute for Community Engagement and Development’s Marvin program, visit www.marvin.com.au For more on The Le@rning Federation, visit www. thelearningfederation.edu.au How does Marvin link to the Draft australian English curriculum? Year 3 Language 1 Comparing dialects. Literature 3 Features of texts: use metalanguage to share knowledge of topic, text structure and features. Literacy 12 Multimodal texts: use audio, photos and pictures to create multimodal texts that demonstrate deep knowledge and understanding of a topic. Literacy 13 Creating texts using digital technologies. Year 4 Language 5 Represent relationships between characters visually. Literature 2 Identify main ideas in multimodal texts. Literature 3 Discussing, expressing an opinion about and responding to digital texts. Literature 7 Create imaginative literary texts using a range of text types and literature. Literacy 1 Identify information and main ideas by listening to oral texts. Literacy 2 Oral communication skills: make multimodal texts collaboratively in groups. Literacy 8 Comprehension strategies: link main ideas in text through visualising using characters, backgrounds and oral responses. Literacy 9 Research skills: use online search skills to locate information on a topic. Literacy 12 Recognise and explain the interplay between character, setting, events in multimodal texts.