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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
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