Setting up an eCLISP: What Is A Literacy Booster?


When a teacher approaches tasks from the perspective of Multiple Literacies students can be encouraged until a love of learning sparks.

Landscape of Commitment : “Stepping Up To Challenges,” 

Landscape of Commitment Jigsaw Puzzle

Commitment

It can be difficult to enthuse some students about literacy and its tasks.

Give them a Literacy Boost!  To boost means to inject a spark of energy and inspiration. Students will (if allowed to experiment) know what it is that “does it for them.” If they are

  • singers – allow them to approach tasks through music
  • are actors perhaps they need to work at their impressions through mime?
  • are they the type of children who need to ‘see?’… encourage them to lay their work out visually and map the process.

It is wise for a teacher to ever aware of the way students approach tasks. Be guided by the way students talk about tasks that have been requested of them.

During Jigsaw Creation and Publication Projects

Remain aware of all that is happening on the expressive learning stage. By remaining alert and open to possibilities you will be able to take advantage of the tasks which to combined to power the project as a platform from which to launch the student into a literacy based mindset. This would come at the stage of recording, critiquing, reworking and polishing.

In the context of an eClISP, students can be encouraged to think about their own Emotional Literacy which can be mapped through a process of drawing and creating imagery within that map.

The student will envisage and trace challenges that they imagine would present when they embark on a project. Students might begin by creating rough drafts. They could capture in comic style specific challenges that might be encountered when planning the project pathway.
By asking the student to repeatedly go further into exploration and explanation of the concepts at hand, teachers will be able to show the student that visual imagery is open to personal interpretation.

To communicate more lucidly they can explain images by placing text next to them. (captions) This is an ideal time to introduce them to the idea of the interplay of text and imagery.
Based on experience of the Zillmere Story Book process it seems tha

Harnessing the Power of the Motivational Interview

Good order of process would capture the spoken and recorded verbal explanation in the early stages of the project (Motivational Interview)

  • * once these are recorded gently encourage the student to continue to refine their visual representation of their overall understanding of the project (Project Map)
  • * use the written work as an anchor (Lists, Goals, Diary, Visual Journal)

This will avoid the situation whereby the student may struggle to explain their approach to the task at the end of the process.

  • Perhaps by the end they will have become tired and may have perhaps drifted away from the original intention set put collaboratively by the group.
  • As so often happens the original idea may have been transformed through discussion and exploration. Through metamorphosis, a new idea may have arisen from the ashes of a changed intention.
  • Renegotiation is also a wonderful way to help students understand the need for Persuasive Text.

Harness the Power of Publishing Student Work

The opportunity to have work published is motivating for students. It presents an opportunity for students to see that for publication an author must be diligent in these ways

  • spelling
  • punctuation
  • and grammar but also about
  • creativity
  • originality and
  • freshness of approach

As you go about designing your jigsaw project look for every opportunity to boost literacy. The Creative Arts is a fertile space and context for enhancement of literacy. This is especially so for those students who struggle. The eCLISP approach is especially good as a context within which you can encourage students to “hold their feet to the fire.” Help them to persist until work is polished ready for publication.
Resources:  

  • Andruske, C. L. “Self-Directed Learning as a Political Act: Learning Projects of Women on Welfare.” Proceedings of the 41st Annual Adult Education Research Conference, Vancouver, British Columbia, 2000.
  • Coyle,D. (2010)The Talent Code. Kindle edition.
  • Eisner,E. The Arts and the Creation of Mind. 2002. Yale University Press
  • Gardner,H. (2011) Frames of Mind.  The Theory of Multiple Intelligences. Basic Books.
  • Murphy,J. (2013) Global Citizens Creative Arts Text. Insights and Activities. Kindle.
  • Grow, G. “In Defense of the Staged Self-Directed Learning Model.” Adult Education Quarterly, 1994, 44(2), 109–114.
  • Knowles, M. S. (1986). Using Learning Contracts Using learning contracts. San Francisco: Jossey-Bass
  • Miller, W.R. & Moyers, T.B. (2007). Eight stages in learning Motivational Interviewing. Journal of Teaching in the Addictions, (5), 3-17. Motivational Interviewing Network of Trainers, Training for New Trainers (TNT), Resources for Trainers, 2008.
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