Thank you to everybody who sent really great feedback about the Brer Rabbit critical literacy project I really appreciate it. I’ve also heard that it was being talked about at the Decatur Book Festival after The Wren’s Nest (the birth place museum of Joel Chandler Harris in the USA) picked up on the project. All of this really helps raise the awareness of critical literacy with real-world texts. As soon as the Brer Rabbit project
A few months ago I wrote about using texts of popular culture as a means of exploring issues of racial prejudice within a critical literacy framework. I then said I would reveal more about a project I was planning based around the issue. With a hectic workload and conferences to attend, I completely forgot… so now that the project is actually over I am able to give more detailed account.
I have finally got around to uploading the paper I presented at the UKLA Conference earlier in the month. It was presented as part of a symposium about integrating digital worlds in the classroom with Lynda Graham, Angela Colvert and Jackie Marsh. The paper explores some of the work that Orange Class has completed over the past year in relation to film making, animation as a critical practice and the use of Twitter as a
I will be presenting at the UKLA International Conference in July, held at Greenwich University. I will be speaking as part of a symposium with Lynda Graham, Angela Colvert and Jackie Marsh about teachers and children shaping digital worlds. Here’s my abstract: Multiliteracies and meaningful learning contexts in the primary classroom Martin WallerPrimary School TeacherLead Researcher for the Multiliteracies Learning Initiative Digital technologies provide a range of modes of meaning, which allow learners to communicate
I first started video editing when I was fifteen. One of my first big projects was to rework the video introduction of the TV programme Survivor to include teachers for my school intranet. On reflection this practice links with Barbara Comber’s work on critical literacy (Comber, 2001). She talks about subverting texts and redesigning them for real-world use to have a particular effect – this appears to be what I did at the age of fifteen. A
I have never subscribed to the notion of popular culture and new technologies bringing about a ‘toxic childhood.’ I have always believed (and still do believe) that schooled literacy should take account of new and varied literacy practices so that children can make meaning through the modes that society provides. However, yesterday I visited ‘Toys ‘R Us’ (a different story) and was greeted by a huge multimodal display that incorporated the brand of High School