Throughout the past few weeks of Studies in English Education, the main aspect that has been addressed is the term ‘multiliteracies.’ From completing this portfolio and attending each of the workshops, I have learned that to become a text producer I need to be involved with the variety of functions in language and literacy. Hill (2012) states that ‘to be multiliterate means to be literate in print-based and new communication technologies’ (p. 361). Such technologies include ‘electronic literacies, technoliteracies, digital literacies, visual literacies and print-based literacies’ (Hill 2012, p. 361). Text production is important to incorporate into the classroom as young children nowadays, are exposed to a variety of multimodal texts and it
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381). It is important for educators to understand that children need specific experiences with written texts in order for them to grasp a stronger understanding about the ‘communicative nature of written texts’ and ground specific purposes of the texts that have been written (Fellowes & Oakley 2016, p. 392). This understanding could be beneficial to me as a practitioner, where I am required to instruct writing for young children that allows them to move from unconventional forms of writing to more conventional ways (Watanabe & Hall-Kenyon …show more content…
338). In addition to this, I have learned that writing incorporates a composed text for the use of communicative information. When writing in the classroom, it is foundational to understand that children benefit from having a sense of control over their piece, such as choosing their own topic, purpose (genre) and audience (Fellowes & Oakley 2016). This relates to the purpose of each aspect that features in this portfolio: choosing the topic in which we desire, the audience that best suits and the purpose in which the text will portray; whilst incorporating our knowledge and understanding of multiliteracies.
On completion of this portfolio I have significantly developed my skills and knowledge in literacies. In particular the 5 Semiotic Systems (Hill 2012);
• Linguistic: knowing when to use the appropriate vocabulary, generic structure, grammar of oral and written language, specifically typology;
• Visual: including aspects such as colour, layout, images, etc. into the narrative, procedure and text
381). It is important for educators to understand that children need specific experiences with written texts in order for them to grasp a stronger understanding about the ‘communicative nature of written texts’ and ground specific purposes of the texts that have been written (Fellowes & Oakley 2016, p. 392). This understanding could be beneficial to me as a practitioner, where I am required to instruct writing for young children that allows them to move from unconventional forms of writing to more conventional ways (Watanabe & Hall-Kenyon …show more content…
338). In addition to this, I have learned that writing incorporates a composed text for the use of communicative information. When writing in the classroom, it is foundational to understand that children benefit from having a sense of control over their piece, such as choosing their own topic, purpose (genre) and audience (Fellowes & Oakley 2016). This relates to the purpose of each aspect that features in this portfolio: choosing the topic in which we desire, the audience that best suits and the purpose in which the text will portray; whilst incorporating our knowledge and understanding of multiliteracies.
On completion of this portfolio I have significantly developed my skills and knowledge in literacies. In particular the 5 Semiotic Systems (Hill 2012);
• Linguistic: knowing when to use the appropriate vocabulary, generic structure, grammar of oral and written language, specifically typology;
• Visual: including aspects such as colour, layout, images, etc. into the narrative, procedure and text