Merging multi-literacies in Health and Physical Education could allow students to talk about topics of the genre more successfully and have knowledge of Health and Physical Education terms and language in daily life. According to Nutbeam (2000) interactive health literacy is a term which outlines the individual inspiration to maintain personal health. By teaching skills in the primary years to communicate and cope with health issues and physical activity will assist students in the schools of South Australia to know their personal requirements.
The modification of literary engagement is quickly happening in the 21st century because of the entry of various technologies that can transfer literacy (Birkerts (1994). Lockyer & Patterson (2007) have also recognized the significance of pre-school teachers integrating technologies in their placements to support learning surrounding multi-literacies. The introduction of various technologies into the classroom is a strategy that might be used to adjust the available new multimodal forms of literacy (Kalantzis & Cope, 2012). By using new technology formats, for example, social media, discussion forums, blogs, video games and wiki groups, literacy could be conveyed interpersonally, allowing students to understand from each other (Cattafi & Metzner, 2007; Gee, 2007 and Kalantzis & Cope, 2012).
The issue that if literacy in the form of writing is not maintained and drops its dominance in this new media era, semiotic work may become eluded in the classroom (Skaar (2009). The understanding of the influence of digital media inside the classroom explains why the didactic literacies pedagogy, which integrates learning by writing, may be effective during literacy teaching. However, if didactic liter...
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...side the South Australian Curriculum Framework shows the possibility of merging views from a Didactic Literacies Pedagogy and Critical Literacies Pedagogy and how students can be under control of the practical literacies they study. By incorporating a Critical Literacies Pedagogy with a postmodern viewpoint into Health and Physical Education (Kalantzis & Cope, 2012) curriculum teachers can work with students to get better results when addressing literacy.
Conclusion:
By incorporating the Critical Literacies Pedagogy into Health and Physical Education, primary school students in the South Australia will be offered with chances and information that other students may not have entry to. Generally, the Critical Literacies Pedagogy encourages discourse inside the classroom and community about the health and welfare of students and simultaneously decreases inequality.
In the article “Clive Thompson on the New Literacy,” writer Clive Thompson argues that the widespread use of technology and social media does not make kids illiterate and unable to form coherent sentences, but instead, keeps them actively writing and learning. Thompson’s article is based off of a study done by Andrea Lunsford, a writing professor at Stanford University. Thompson agrees with Lunsford that the use of social media and the Internet allow students to be creative and get better at writing. In his article, Thompson quotes John Sutherland, an English professor at University College of London, to inform the audience of the opposite side of the argument. He states, “Facebook encourages narcissistic blabbering, video and PowerPoint have
However, think about the evolution of literacy and the different ways in which children and people learn and retrieve information; this definition could also include interaction with the digital text. There is a wide range as to what counts as literacy such as blogging, social networking, emailing, digital storytelling, online chats and even shopping online just to name a few. Not everyone will agree with what counts as literacy, but if students are not enlightened on the many aspects of what could make them valuable assets in the future; that would be negligent. In Rich’s article digital literacy is being discussed which is the topic this response will focus on. Learning is not restricted only to the classroom. Just like books, the Internet can take you places, on advantages without having to leave home. Digital literacy can be beneficial with the proper guidance of teachers, educators and
Other People’s Words: The Cycle of Low Literacy by Victoria Purcell-Gates recounts the author’s two-year journey with an illiterate Appalachian family. Purcell-Gates works with Jenny, the mother, and her son, first grader Donny, to analyze the literacy within the household. Throughout the journey, we learn the definition and types of literacy, the influences of society and the environment, and the impacts of literacy on education from the teacher’s perspective. In order to evaluate literacy in the household, one must study multiple types, including functional, informational, and critical literacy. As the name implies, functional literacy incorporates reading and writing as tools for everyday survival. Informational literacy is used through text to communicate information to others. The highest level of literacy, critical literacy, requires critical interpretations and imaginative reflections of text. In her study, Purcell-Gates strives to teach Jenny and Donny functional literacy.
Knoblauch argues that there are many definitions of literacy that impact people’s lives. Although he argues there are many definitions, he focused on four types of literacy that are most common in society. Knoblauch labels them as functional, cultural, personal-growth/liberal, and critical literacy. He defines functional literacy as a level of literacy that is “readying people for the necessities of daily life—writing checks, reading sets of instructions”(1990, p. 3) and other basic reading and writing skills. However, he also warns that there are hidden agendas in these types of defined literacies. Ill prepared teachers who do not connect to and challenge their students result in no critical literacy and very little
The intention behind this unit of work is to give students the impetus in the usage, appreciation and understanding of the English language. Through the readings and analysis of the selected Australian novel, Nona and Me (Atkins, 2014) students will be afforded the opportunity to develop meaning in an interpretative, critical and powerful manner. The overall approach in regards to this unit is built upon a conceptual theme, that being identity, both personal and national. The unit requires students to explore the complexities of identity, forces that challenge it and how identity changes within time. Additionally, this analysis will be perceived in playing a role in the exploration of our nations own identity and its associated challenges. This unit is designed for a year 10 mixed ability class from Liverpool girls high school, predominately made up of a multicultural mix, were 87 percent of students are from a ESL background. This has influenced the core text, supplementary content and teaching strategies, with more attention placed upon the use of visuals and collaborate work. Burke (2012, p.42) theorises that good teaching invokes both the “heart and head”, in order to reassert students’ knowledge and abilities as well as giving them the confidence to act upon this knowledge. Thus, one’s overall approach towards this unit reflects the development of teaching ethos in oneself, were the goal is for students to think both critically and independently. One’s teaching ethos draws inspiration from Robert Frind (1995) characterisation of a passionate teacher as someone being able to get to the heart of their subject. In other words, the lessons are structured alongside an inclusive teaching pedagogy that shows students the relevance...
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Children today are growing up in a digital world where their surrounding environments are rich with popular culture, leading teachers to reconsider and respond to new pedagogies for teaching literacy in the classroom (Beavis, 2012; Hall, 2011; Petrone, 2013; Walsh, 2010).
However, health literacy is more than just read and write; it is the ability to understand and able to use health information to make choices about their health (Benyon, 2014). Low health literacy can have detrimental effect on the health of the client because it may cause misunderstand of the medical label or health information. According to McMurray & Clendon (2015), health literacy divided into three different levels which are functional, interactive/communicative and critical health literacy. As for functional levels, it is the most general and fundamental level for the general public because individuals need to receive and understand the information of health such as risk of health decision, consent forms, health instruction or medicine labels. (McMurray & Clendo , 2015) Turning to the next level, interactive/communicative health literacy, mainly involved personal skills to spread health knowledge to the community, and also , people are able to influence social norm and help others individuals to develop their personal health capacity. Because of this, understanding of how organization work and resounding communication skill which can help to support others and knowing how to get different health services other individuals need (McMurray & Clendo , 2015). The third level is critical health literacy, mainly divided to
There are many actions the health professional can take to help increase their patients’ health literacy. Some steps are simple, easy to complete. Other tasks take the cooperation of multiple departments and people, but are just as important to help improve health literacy. The first step to ...
Literacy is defined as “the ability to use available symbol systems that are fundamental to learning and teaching for the purposes of comprehending and composing, for the purposes of making and communicating meaning and knowledge” (Stock, 2012), and it is one of the most essential skills that an early year student will learn. Literacy serves to provide the building blocks for the continued knowledge acquisition and general education of individuals of all ages; by working to understand and identify how and why literacy is taught using the structured literacy block format in Australian schools, and in identifying the benefits of utilizing this type of tool for teaching literacy in student’s early years, it will be possible to gain a better understanding of the organization, planning, and teaching approaches that are used in a literacy block approach. A sample standard literacy block will be provided, offering the means of understanding the applications of the tool, which will serve to further stress the necessity of this tool’s usage.
Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
In her essay “Technology and Literacy: A Story about the Perils of Not Paying Attention,” Cynthia L. Selfe notes that “technology is either boring or frightening to most humanists; many teachers of English composition feel it antithetical to their primary concerns and many believe it should not be allowed to take up valuable scholarly time or the attention that could be best put to use in teaching or the study of literacy” (Self 412). Looking around campus it takes little time to verify Selfe’s caution about indifference to computers: except in its uses as “a simple tool that individual faculty members can use or ignore in their classrooms as they choose” (Self 414), computer use has been, and for the most part still is, nascent within the humanities. As computers increasingly become an irreplaceable part of daily life in modern culture, however, more and more instructors attempt to carry out the task of incorporating technology into the pedagogical techniques of their disciplines. Over the past four months I’ve had the invaluable opportunity to get a behind-the-scenes look at one particular attempt to integrate computers and writing instruction. In Dr. Will Hochman’s English 101-43 (SP 2003) classroom I’ve learned much about both the process and underlying philosophies involved in making computers a productive classroom tool.
Turkle, Sherry. "Cyberspace and Identity." Writing and Reading Across the Curriculum. Ed. Laurence Behrens and Leonard J. Rosen. 8th ed. New York: Longman, 2003. 271-280.
Health literacy plays an important role in individuals’ decision-making. The scope of health literacy does not limit to traditional medical perspective. In fact, it has extended from the basic understanding of diseases and medications to all aspects that affect health. As one of the key social determinants, health literacy has huge impact on health and well-being. Its influence is associated with disease prevention, healthy lifestyle promotion, policy making, etc. This essay will first discuss the concept of health literacy and the consequences that link to it, and then give a strategy—designing user-centred messages in education, to improve health literacy,
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.