DEC Scan Journal : August 2011
Scan Vol 30 No 3 August 2011 68 CALLOW, Jon NOW literacies – everyday classrooms reading, viewing and creating multimodal texts www.nlnw.nsw.edu.au/videos10/Callow/7584/vid7584.htm ABSTRACT Dr Jon Callow, Lecturer, English Education K–6, The University of Sydney, explores how visual and multimodal texts can inform classroom teaching. In this 12 minute videorecording, Callow discusses how teachers need to effectively integrate technology into their literacy classrooms, using a variety of pedagogically sound teaching strategies and approaches. He sees that it is both the prevalence and the sophistication of textual resources in more recent times that is significant, and that teachers should select purposeful and quality texts for any literacy learning experience. Callow visits one teacher’s classroom to show how reading, writing, viewing and multimodal text-making are integrated into everyday literacy teaching. The video is available in small and full screen versions on the National Literacy and Numeracy Week website <www.nlnw.nsw.edu.au/events>. A Wo r d document of the transcript is available to download. USER LEVEL: Professional KLA: English SYLLABUS: English K–6 SCIS SUBJECTS: Literacy – Study and teaching; Teaching methods; Educational technology; English language – Study and teaching PUBLISHER: Curriculum Learning and Innovation Centre, NSW REVIEW DATE: 08/07/2011 [428.40071] *1518355* SCIS 1518355 SIMPSON, Alyson Children’s literature www.nlnw.nsw.edu.au/videos10/Simpson/7549/vid7549.htm ABSTRACT In this 19 minute video, Dr Alyson Simpson, Senior lecturer, English and Literacy Education, The University of Sydney, suggests that, in order to develop literary consciousness as well as good spelling, fluency and comprehension, strategies like modelled, shared and silent reading allow time for students to engage with books for pleasure as well as learning. Simpson sees that teaching reading is important through all grades, not just the Early Years, and, that to achieve all literacy goals, teachers need to actively lead children to read a wide range of texts and respond in different ways, including critical discussion. The video is available in small and full screen versions on the National Literacy and Numeracy Week website <www.nlnw.nsw.edu.au/events>. A Wo r d document of the transcript is available to download. USER LEVEL: Professional KLA: English SYLLABUS: English K–6 SCIS SUBJECTS: Reading; Literacy – Study and teaching; Books and reading; Children’s literature – Study and teaching PUBLISHER: Curriculum Learning and Innovation Centre, NSW REVIEW DATE: 08/07/2011 [428.4071] *1518265* SCIS 1518265 Explicit teaching as an ‘enabling’ literacy practice www.nlnw.nsw.edu.au/videos10/Edwards-Groves/7691/vid7691.htm ABSTRACT From the Faculty of Education at Charles Sturt University, Dr Christine Edwards-Groves features in this audiovisual resource. She encourages teachers to use effective literacy teaching as practice, which enables learners to participate in orchestrated arrangements in lessons. She explains that explicit teaching and other enabling practices afford learners the greatest opportunity to understand what is being taught. Emphasis is given to the interactive and reflective dimensions of classroom literacy practice. The 22 minute presenta- tion offers practical advice for primary school teachers. The video is available in small and full screen versions on the National Literacy and Numeracy Week website <www.nlnw. nsw.edu.au/events10.htm>. A Wo rd document of the transcript is available to download. USER LEVEL: Professional KLA: English SYLLABUS: English K–6 SCIS SUBJECTS: Literacy – Study and teaching; Teaching methods; English language – Study and teaching PUBLISHER: NSW Curriculum and Learning Innovation Centre REVIEW DATE: 08/07/2011 [428.0071] *1519754* SCIS 1519754 MCINTOSH, Alistair Effective mental computation www.nlnw.nsw.edu.au/videos10/McIntosh/7583/vid7583.htm ABSTRACT Professor Alistair McIntosh, University of Tasmania, suggests that the current approach to teaching mental computation in schools can be improved. In this 10 minute video presentation, he outlines key elements of an approach to computation in the Middle Years and with computations involving two- and three-digit numbers. Commenting on examples of ineffective methods of calculation, McIntosh makes two general points. Firstly, it is more important that students can do calculations mentally than using a written method. Secondly, the proper approach to teaching and learning mental computation can be a much more mathematical approach. The aim of this is approach is to produce students who are confident and competent in their ability to meet all the computa- The Office of Schools Plan 2009–2011 <www.curriculumsupport.education.nsw.gov.au/policies/lite racy/guidelines/> articulates what is needed to best support every learner in NSW government schools. Literacy and Numeracy are priority areas. Reviewers include literacy and numeracy experts to show how resources might support these priorities. Literacy and Numeracy resources Resources are listed in Dewey order.