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Literate Futures: Reading the Future (Video)Literate Futures: Reading the Future (video)Information Retrieval ChartAuthored by: Dr Geoff BullABC: Anstey and Bull, Education ConsultantsTable of ContentsLiterate Futures: Reading the Future (Video) 2Explanation of Information Retrieval Chart 2Information Retrieval Table for Literate Futures: Reading the Future (video) 3Appendixes 14Appendix 1: Outline of contents of Literate Futures: Whole-school LiteracyPlanning Guidelines 14Appendix 2: Outline of contents of Literate Futures: Reading 15Appendix 3: Outline of contents of Literate Futures: Learning and Developmentin the Teaching of Reading P–12 16Appendix 4: Not Today’s Mob 18© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 1 of 18

Literate Futures: Reading the Future (Video)Literate Futures: Reading the Future (Video)Explanation of Information Retrieval ChartThe purpose of this Information Retrieval Chart is to:a. provide guidance on engagement with the video Literate Futures: Reading theFuture (RTF)b. make explicit the links between the video Literate Futures: Reading the Futureand the document Literate Futures: Reading (LFR)c. draw attention to links between RTF, LFR and other Education Queenslandinitiatives such as Productive Pedagogies.Using a videotext is a literacy skill that requires as much consideration as readinga traditional print text, if not more. Because the video RTF complements andreinforces the concepts presented in LFR, its content is very dense, and it raisesmany issues in a short time. Each of these issues is important to the teachingand learning of literacy.This video is a teaching and learning tool designed to engage teachers inanalysing and reflecting upon all the knowledges, experiences and resourcesthey already possess and can bring to the teaching of reading. This analysis andreflection will take place in the context of current and future concepts and issuesrelated to the teaching of reading.You will find the video more accessible if you keep the following questionsin mind while you view it:1. What resources do I need to access in order to understand the content of thevideo?2. What prior knowledges or experiences will I need to re-examine in order tounderstand, assimilate and take action regarding the issues raised in thevideo?To assist your viewing and appraising, the retrieval chart identifies each scene bynumber and gives a transcript of the narration. The questions or activitiessuggested in column three will assist you in dealing with the content and theissues raised. These questions and activities are related to the print documentssupplied to your school: Literate Futures: Reading; Literate Futures: Learning andDevelopment in the Teaching of Reading P–12 Positioning Document; andLiterate Futures: Whole-school Literacy Planning Guidelines. It is important thatyou access these documents while viewing the video to be able to make full useof all the documentation.View the video in its entirety, then go back and re-view it scene by scene,undertaking the questions and activities to fully appreciate the messages in thevideo. Viewing the video in a group will support the development of a SharedVision of literacy in your workplace.The purpose of the video and print documents is to raise awareness and assistyou in identifying individual and staff professional development needs in reading.If you have difficulty with some activities, note them in the Reflection Questionssection of Literate Futures: Reading (e.g. pp. 12, 22 or 48) under the heading‘Are there things I need to know more about?’ By keeping this up to date you willgive direction to your planned use of the professional development units on theTeaching of Reading that schools will have after July 2003.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 2 of 18

Literate Futures: Reading the Future (Video)Information Retrieval Table for Literate Futures: Reading the Future (video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)1. Back to the Future movie title mock up What does the title Back to the Future have todo with literacy?What features of intertextuality do you need toaccess to ‘read’ the title?Consult Figure 1(p. ix) for futuresorientation.Re-read pp. 1–3.Review RP 1 andPT 2 p. 2.Re-read definitionof literacy skillson p. 18.Review RP andPT pp. 18–19.Readpp. 1–2.2. Every child comes to school each year with uniquesets of experiences and knowledges that connectthem through literacy practices with their homeand community. They are continually acquiringknowledge and skills that allow them to function inthis world that they know so intimately.In the classroom, success relies on their ability tounpack who they are and what they know, and tobe helped to extend these knowledges and skillsfor use in new contexts, for new purposes, usingnew tools.What experiences and resources (communityand cultural) are in play in these scenes? Howdo these resources vary with age?What do the different backpacks signify toyou?What cultural experiences and knowledges areindicated by the backgrounds to these scenes?Re-read pp. 10–11.Review RP andPT p. 11.Read sectionon Tayloristprinciplespp. 10–12.Relate to CommunityProfile and StrategicCommunity Partnerships1 RP = Refection Point2 PT = Pedagogical Thought© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 3 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)3. Each day as readers we move in to and out of agreat number of environments and situations. Inthese situations we are called upon continually tomake sense of what we see and hear. We rely onour knowledge and experience to help makesense of the complex systems of signs, codes andconventions that make up what is said.How do you prepare students at school to dealwith the variety of environments and situationsthey will meet every day out of school?Re-read sectionon Technologicalchange pp. 4–5.For a discussionof signs, codesand conventionssee the section onSemiotic Systemsp. 20.Use Community Profiles toidentify theseenvironments.4. We need to make meaning of the world so that wecan interact within our community and the widerworld … access the information we need …understand more about our thoughts andemotions … communicate appropriately … makethings happen and get what we want.How do these scenes relate to activecitizenship? What does ‘active citizenship’mean to you?For anexplanation ofActive Citizenshipsee New Basics:CurriculumOrganiserspp. 11–14.Use Community Profileand Strategic CommunityPartnerships to identifywhat active citizenshipmeans and how it isenacted in your schoolcommunity.5. To function effectively in these manyenvironments we need to be literate.Does ‘functioning’ in a school environmentmake a student literate? Why or why not?(You may need to re-view Scene 5 in order toanswer this question.)Review PTp. 5.Use Community Profileand Strategic CommunityPartnerships to identifyliteracies needed tofunction in yourcommunity.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 4 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)6. There is no simple, or common definition ofliteracy. Rather, we operate with an understandingthat literacy empowers us and connects ussocially, culturally, ideologically, economically andpolitically to the world around us.How does literacy empower us in the situationsdepicted in Scene 6?SociallyCulturallyRe-readpp. 4–11Review RPpp. 6, 11.IdeologicallyEconomicallyPolitically(You may need to re-view Scene 6 to answerthis question.)7. With the multiplicity of communicationtechnologies, and the increasing cultural andlinguistic diversity in our contemporary society, wecan take a much broader view of literacy. In fact,now we talk about many literacies ormultiliteracies because we recognise that allknowledge cannot be translated into words. Oftenother codes and conventions are more appropriatefor the audience and context such as images orsymbols.Traditional print and language approaches toliteracy are no longer sufficient. This does notmean, however, they are no longer necessary.What are someexamples ofmultiliteracies?What are the codesand conventions?What codes and conventions (other than print)are employed in Scene 7? What multiliteraciesare present?Re-read pp. 13–14.Re-view RPpp. 13, 14, 30.Re-view PT p. 14.Use Community Profile andStrategic CommunityPartnerships to identifyexamples of multiliteraciesin your community.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 5 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)8. Allan Luke dialogue—Literacy for New TimesFeatures ofPrint LiteracySociallyCulturallyIdeologicallyEconomicallyPoliticallyFeatures of literacy forNew Times.Re-read p. 15.Re-view Lukedialogue9. As recently as fifty years ago the nation had quitea different view of what was necessary to equip aperson for the literacy demands of the workplaceand society.Although a migrant program was operating, thecountry was still seen as a monoculture.Education focused mainly on the presentation ofBritish and European literary traditions and correctspeech.For many, a job offered lifelong security. Therewas an emphasis on family values, parenting anddomestic practices.People listened avidly to the radio, readnewspapers for opinions of the day and went tothe cinema each week for another heart-racingsession of Buck Rogers in the 25 th Century.How have these developments shaped yourview of literacy? (Keep in mind that thosehistorical events that occurred before yourlifetime can still shape your opinions.)Consult Appendix4: Not Today’sMob (from theInternet). Thisdocument willgive you somebackground todraw on in orderto complete theactivity forScenes 10–14.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 6 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)10–14. Change, however, was already in the wind … ourcuriosity about the rest of the world finally got thebetter of us … fuelled by politics, a changingeconomy and the search for an identity …And of course … television …The 60s brought a new attitude to internationaltrade and relations. The Space Race influencedmoves to modernise industrially and domestically,and there was an orientation towards scientificand technological education.Put simply, we now looked to the world, inparticular America, for social, cultural andtechnological exemplars, and to Asia for economicexpansion.Mainhistoricaltrend orchange60s70s80s90s21 st Cent.Focus of literacy needed todeal with the trend or change10–14contd.The shift from sterling (1966) and a Labor government (1972) saw the 70s as a decade of reform. Traditional approaches and values were questioned as a largerproportion of the population was now from non–English-speaking backgrounds.By the 1980s we saw ourselves as a multicultural society with less emphasis on agricultural, manufacturing and service jobs, and a greater focus on ‘knowledge work’.The world seemed to shrink as communications networks expanded. We had become part of the global community.In the 1990s the focus was on ‘functional literacies’. Most workplaces were computerised … the types of jobs and working hours became flexible … and ongoingprofessional skilling was seen as essential. Mass consumption of entertainment and the other products of information and communication technologies created newopportunities and new ways of interacting with the world. It also created a need to rethink and redefine ‘literacy’ for the new millennium.And that is the greatest challenge of literacy education this century … to plan for and teach literacy within culturally and linguistically diverse school communities using abroad range of strategies that take advantage of current and appropriate technologies.15. Clearly, reading is at the heart of literacy. We readfor knowledge, information and pleasure … or allof these combined … anywhere and at any time.We do so to enhance our abilities to contributeconstructively in our homes and communities, andto become active democratic citizens.What different resources are accessed whenwe read for knowledge, information orpleasure? (e.g. genres, prior knowledge orexperience.)Consider the implicationsof this for WSLP onclassroom organisationand pedagogy.16. Literacy is intimately bound up with language. Weneed to learn a language before we can becomeliterate users of it, and we use literacy as a way tolearn other things through language.What is the difference between language andliteracy?© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 7 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)29–30. This billboard is also a text. It is constructed to sellproducts. There is no product name used, so thesymbol alone carries the message. Howeverwithout our prior knowledge and experience of thissymbol in other texts and in other contexts, wewould not make the intended meaning from themessage.Because of what we bring to the text weunderstand the Nike image through the use of thissymbol.Texts are not neutral; they do not carry just onemessage or meaning to all readers.How are the codes and conventions of film andadvertising different from those in print text?Re-read pp. 10,36 and 37.Review RP p. 36.31. Dialogue from Ilana Snyder—Technoliteracies. What is the difference betweentechnoliteracies and computer literacy?Re-view Snyderdialogue.32. Today we read with a growing number ofmultilinear or multisequential environments likegames platforms, multimedia platforms and theInternet. In these environments verbal and nonverbalinformation is linked by networks ofassociations that give the reader a choice ofinteractive pathways. In this environment authorand reader can share the same space.Codes andconventions oflinear text.Codes and conventionsof non-linear ormultilinear text.Reread pp. 4–5.Review RP p. 4.Review PT p. 5.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 10 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)33. The Internet or cyberspace has no centre point orhierarchy. There is no beginning, middle or end.Information here involves hypertext, which ismade up of text blocks that can be linked.Hypermedia extends the notion of this text byincluding video, music, animation, graphics, andstills. These information ‘blocks’ or ‘bricks’ linktogether in an ever-widening metatext or universe.34–37. Digital texts are not static or fixed, but dynamic,open and available. In this environment authorand reader can share the same space. More andmore teaching and learning can take advantage ofthese capabilities.How is reading different with these types oftexts?What prior knowledge and skills are used?Linear textNon-linear textHypertextMetatextWhich resources from the Four Resourcemodel are used in this type of teaching?Review theactivities forScene 32.Reread pp. 39–41.34–37contd.The amount of information available on the Internet appears fathomless … seemingly beyond our abilities to process in a meaningful way. Therefore we must be moreselective, more critical and more analytical as readers. We need to be more discerning of the intent of the author and more purposeful in our own construction of texts.Students must learn to work effectively and efficiently in these environments and acquire the skills and strategies necessary to become independent and resourcefulusers of text.Texts are changing, the tools we use to read and construct texts are changing, language and meaning are changing and technologies are continually changing, but thesefacts alone won’t determine the way we teach reading.38. Whole-school literacy strategies need to beinformed by conversations about what has tochange and what needs to stay the same in theteaching of reading. Teachers need to explorewhat ’new’ teaching practices in reading look like,teachers and parents need to investigate how toshape the necessary changes to help childrenread more productively.How will (has) your classroom pedagogychange(d) ?Reread p. 42– 43.Reread p. 45– 47.Review RP p. 42.Review PT p. 42.Read pp. 8–9. Read pp. 10–12.Re-examine your WSLP interms of Shared Vision andclassroom organisationand pedagogy.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 11 of 18

Literate Futures: Reading the Future (Video)SceneorimageScene/image description in video Question/activity Literate Futures:ReadingPositioningdocumentLiterate Futures: WholeschoolLiteracy PlanningGuidelines (WSLP)39. Community involvement, a shared vision and acommon language to discuss these issues arevital ingredients for ‘future proofing’ literacystrategies and ensuring a theorised and balancedapproach to the teaching of reading in everyschool.What do community involvement and a sharedvision have to offer the teaching of reading?Reread thesection on theSocial CriticalApproachp. 47.Read p. 6.Read pp. 13–16.Re-examine your WSLP inrelation to your CommunityProfile and StrategicCommunity Partnerships40. In 2010 these students will be school leavers. RereadDestination–2010Read pp. 17–19, 21, 22.Read pp. 32–34.© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 12 of 18

Literate Futures: Reading the Future (Video)AppendixesAppendix 1: Outline of content of Literate Futures: Whole-school Literacy PlanningGuidelinesPageContent6 five purposes in developing a whole-school literacy strategy through the school’s Annual OperationalPlan (AOP)7–8 the roles of principals, District Directors (now Executive Directors of Schools) and Learning andDevelopment Centres (Literacy)10 phases in the whole-school literacy planning process11 exploring the eight Key Aspects in whole-school literacy planning12 five aspects of effective whole-school literacy planning13 documenting the four points to be addressed in each school’s whole-school literacy strategy14–16 how to develop your whole-school literacy strategy17–22 key aspects of effective literacy planning23–29 linking whole-school literacy planning with EQ systemic initiatives30–31 using the whole-school literacy planning CD-ROM32–34 resources for supporting whole-school literacy planning© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 14 of 18

Literate Futures: Reading the Future (Video)Appendix 2: Outline of content of Literate Futures: ReadingPage(vii)Contentstimulate conversations about reading; development of a repertoire of skills; semiotic systems1–2 theme of change: Literacy is for lifelong learning, not just for the next year-level or secondary school.Compare contemporary workplace literacy requirements with those of the 1950s—then wasessentially alphabetic and print-based, but served the needs of the times. The only technologies ofmass media and communication were radio and print.3 citizens of globalised economies interact routinely with different groups, cultures, languages,communities, states and countries; therefore increased social diversity. Need to address homeschool-communityliteracies.4–5 technological changes: TV—free to air, digital, cable, satellite. Digital technologies widespread.Internet. Online gaming. CD-ROM. Video. Literacy demands of viewing still and moving images,symbols and icons, combination of verbal and non-verbal materials; hypertext, hypermedia.7 changes in workplace structures, organisation and literacy demands require collaborative socialbehaviours and a wide range of flexible literacy skills8 social change: growth in mass media systems and technologies, change in most population groups9 identity influenced by mass media and marketing10 uncritical consumption of consumerist products and ideas. Social complexities arising from culturaland linguistic diversity. Rich–poor gap widening, growing intergenerational unemployment with familytransience and diversity of personal experience, especially significant for teachers.13 multiliteracies, multimedia, technology and technoliteracies, critical literacy, cultural and linguisticdiversity14 hybrid and nonlinear texts. Transformation—reading requires critical literacy; the reader istransformed in the reading15 literacy a social act, not just cognitive and psychological; redesigning literacy; learning ‘how’, not just‘what’; repertoire of reading practices16–18 learning to be multiliterate; who constructs the meaning in texts? intertextuality20 variety of semiotic systems and symbols23–25 unpacking the reading definition for the teaching of reading27–37 unpacking the Four Resource model39–41 using the Four Resource model42–43 Figures 3 & 4—using the Four Resource model in planning; a procedure for analysing texts45–47 Table 1—current theories and approaches to teaching reading in terms of Four Resource model© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 15 of 18

Literate Futures: Reading the Future (Video)Appendix 3: Outline of contents of Literate Futures: Learning and Developmentin the Teaching of Reading P–12Page(iv)Contentdesigned to help curriculum leaders engage staff in learning and development activities around theteaching of reading, recognising that all schools are at different stages in literacy development.1 background to the focus on the teaching of reading: QSE–2010 – all schools must equip students todeal better with diversity in the 21 st century – all students must be active citizens, engage in lifelonglearning, and have an equitable chance at the same outcomes. underpins School Improvement andAccountability Framework (SIAF)2 how all the source documents feed into one another5 purpose and use of book, video and CD-ROM6 outline of book, video and CD-ROM9 putting it all together to form a school-based strategy for reading across the school.10–14 Addressing key issues; explaining the move away from Taylorist organisational principles© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 16 of 18

Literate Futures: Reading the Future (Video)Appendix 4: Not Today’s Mob(Received from a friend over the Internet.)I can't believe WE made it! If you lived as a child in the 40s, 50s, 60s or 70s, looking back, it's hardto believe that we have lived as long as we have … As children, we would ride in cars with no seatbelts or air bags.Riding in the back of a pickup truck on a warm day was always a special treat. Our baby cribs werecovered with bright coloured lead–based paint. We had no childproof lids on medicine bottles,doors, or cabinets, and when we rode our bikes, we had no helmets—not to mention hitchhiking totown as a youngster!We drank water from the garden hose and not from a bottle. Horrors! We would spend hoursbuilding our go-carts out of scraps, and then ride down the hill only to find out we had forgotten thebrakes. After running into the bushes a few times we learned to solve the problem.We would leave home in the morning and play all day, as long as we were back in time for tea. Noone was able to reach us all day. No cell phones. Unthinkable.We played rounders and sometimes the ball would really hurt. We got cut and broke bones andbroke teeth, and there were no law suits from these accidents. They were accidents.No one was to blame, but us. Remember accidents?We had fights and punched each other and got black and blue and learned to get over it. We atecupcakes, bread and butter, and drank cordial, but we were never overweight … we were alwaysoutside playing. We shared one lemonade, raspberry or orange fizzy with four friends, from onebottle and no one died from this.We did not have PlayStations, Nintendo 64, X-Boxes, video games at all, 99 channels on cable,videotape movies, surround sound, personal cell phones, personal computers, Internet chat rooms… we had friends. We went outside and found them. We rode bikes or walked to a friend's homeand knocked on the door, or rang the bell or just walked in and talked to them, or played boardgames, or did jig-saw puzzles.Imagine such a thing. Without asking a parent! By ourselves! Out there in the cold cruel world!Without a guardian. How did we do it? We made up games with sticks and tennis balls and ateworms and although we were told it would happen, we did not put out very many eyes, nor did theworms live inside us forever.We tried out for school sports teams and not everyone made the team. Those who didn't had tolearn to deal with disappointment … Some students weren't as smart as others so they failed agrade and were held back to repeat the same grade … Horrors. Tests were not adjusted for anyreason.Our actions were our own. Consequences were expected. No one to hide behind. The idea of aparent bailing us out if we broke a law was unheard of. Parents actually sided with the law, imaginethat! This generation has produced some of the best risk-takers and problem solvers and inventorsever. The past 50 years has seen an explosion of innovation and new ideas. We had freedom,failure, success and responsibility, and we learned how to deal with all of them. And you're one ofthem. Congratulations! Please pass this on to others who have had the luck to grow up as kids,before lawyers and government regulated our lives, for our own good.Bryan John Jones© State of Queensland (Department of Education, Literate Futures Project) 2003. Page 18 of 18