smaucotel
Ongoing, continuous usage of multiple forms of representation
So what is the first step? How does one get started? How do we begin to create an English classroom that explores more "modes of representation" than "language alone" (New London 64). William Kist attempts to give six areas of classification for a new literacies classroom. I will attempt to discuss them in my own interpretation.
First, is ongoing and continuous usage of multiple forms of representation (712). As discussed in the previous section, all types of representation would be looked at and created in this classroom. These could include, movies, scripts, plays, blog posts, music, art, etc. The language of the modes would be understood and used by students to create their own pieces. Kist says the teacher would becomes like a "coach of human expression" guiding students to find the best way to communicate (712). The relationship between the medium and the text would be central to student work, as they evaluate how that interaction enhances the project. The process of creation would be very valuable to student learning as they analyze mediums to "detect patterns, [form] and [test] hypotheses, and [integrate] knew knowledge with previous understandings" (Condon 273). Constructing what writing means in this way will solidify knowledge for students.
Ongoing, continuous usage of multiple forms of representation
So what is the first step? How does one get started? How do we begin to create an English classroom that explores more "modes of representation" than "language alone" (New London 64). William Kist attempts to give six areas of classification for a new literacies classroom. I will attempt to discuss them in my own interpretation.
First, is ongoing and continuous usage of multiple forms of representation (712). As discussed in the previous section, all types of representation would be looked at and created in this classroom. These could include, movies, scripts, plays, blog posts, music, art, etc. The language of the modes would be understood and used by students to create their own pieces. Kist says the teacher would becomes like a "coach of human expression" guiding students to find the best way to communicate (712). The relationship between the medium and the text would be central to student work, as they evaluate how that interaction enhances the project. The process of creation would be very valuable to student learning as they analyze mediums to "detect patterns, [form] and [test] hypotheses, and [integrate] knew knowledge with previous understandings" (Condon 273). Constructing what writing means in this way will solidify knowledge for students.