Table of Contents
The Literacy Event 2
Observation. 2
Description and Analysis. 3
Green’s 3D Model 5
Implications for Teaching. 5
References List 6
The Literacy Event
This chapter begins with a discussion about what is meant by literacy in a changing multi-literate world. The discussion is designed to discover a number of dimensions of literacy practices that are appropriate in the contemporary classroom. This theoretical perspective will establish a foundation for teaching methodology, pedagogy and learning within a socio-cultural context. It examines the contemporary ideas and theoretical understandings of what literacy is and what is meant by literacy best practices.
In this context the literacy event that has been taken into account is Watching Television and how it impacts the social and cultural aspects of an individual on watching television. This report is dedicated to an Australian Youngster named Jack who is very fond of watching television and spends his most of the time sitting in front of the Television. The purpose of this paper is to identify, keep note and reveal rationally on the literacy practices and the importance of literacy as everyday language and literacy practices to develop understandings of literacy as socially-situated practice.
Observation
To find proper individual for the study, we utilized agent inspecting through reputational case choice. The more extensive study from which this examination is drawn analyzed the courses in which members’ different foundations and encounters formed their proficiency rehearses. Subsequently, the person was chosen who had a diverse level of education, from grade school to expert degrees. Dialect contemplations additionally assumed a part in member choice. Jack was requested to speak a lingo of Pidgin at home, notwithstanding different other nearby Australian dialects. From this observation it was noted that not every individual in the Australian society ought to communicate in English but and has minimum fluency over the language to speak with the analyst to a sensible degree.
Episode 1
The first event was conducted for 5 minutes in the morning when he woke up and sat in front of the TV to watch and it was observed that he at the first notion tuned into a news channel. This depicted his concern towards the attainment of outer knowledge while sitting at home. The observations followed that he had a strong capability to analyze the events occurring in the news as he always keeps him up to date with the knowledge and understand the importance of literacy.
Episode 2
This session also took around 5 minutes at the noon time when he again turned on the Television to watch some informative programs on science and technology. This helped us to reflect his conscience on the acquiring of latest information on technological advancements happening in the world. This also reflected a high percentage of literacy rate that was obtained by Jack during the entire period of watching the shows on television.
Episode 3
And the last study was conducted at the evening time when after the completion of whole day he feel relaxed and tune into a channel in the TV for a show which was dedicated to entertain the people watching the show. But at the same time there were certain quotes that were of immense importance to understand the social and cultural aspects of literacy. This concluded our observation and reflected that watching television can hamper the social and cultural values of human life but at the same time it can also enhance the literacy of persons if adapted in a proper manner.
Description and Analysis
Literacy is a social practice and is additionally connected with individual character and having a place in the public eye (Catts, 2012). For many years, literacy has been regarded as a form of communication, a mere matter of developing a skill set and the ability to communicate effectively in the context in which the individual is situated (Holland, 2015).
In accordance to the Boat Greens 3D model of literacy, the research has identified five factors that impact on reading within the socio-cultural context of the classroom (see Figure 1.1). This model recognises that literacy is the product of a complex combination of factors, and each of these factors, either individually or in combination, needs to be considered when designing the literacy curriculum (Giardino, 2013).
Keeping in mind the end goal to focus the courses in which TV moulded proficiency rehearses in Jack; we examined developing examples through coding and topic examination, utilizing the AtlasTi subjective information investigation programming system (AtlasTi Scientific Software, 2012) and different information grids.
In coding, we initially recognized every TV occasion spoke to in the information. For every occasion, we noted data about the name of the project, the kind of programming every occasion spoke to (instructive/educational or diversion), the program’s target group (grown-ups or kids), who was watching the system, and whether that individual was effectively taking care of the project or it was on out of sight (Hefer, 2013). These codes permitted us to break down examples spoke to in the information. The person likewise habitually drew in with PC media, for example, Internet sites or instructive programming that were identified with TV projects, and we coded these media-related proficiency occasions in a comparable way. We noted whether the PC system sort was instructive or amusement, the target group, and its association with a telecom company and project.
TV is one part of connection that shapes kids and grown-ups’ education rehearses. Sitting in front of the TV is a social practice in itself and one in which youngsters effectively draw in with material displayed on screen. Some have contended that TV survey is just a uninvolved action; in any case, examination has demonstrated that kids can effectively draw in with TV and other media (the dynamic survey model; for an audit, see Boat Greens model of Literacy). Youngsters, as viewers, have their own advantage and information that they convey to the review setting, and the survey connection, thusly, impacts kids’ advantage and learning (Mills & Green 2013).
One unmistakable pattern that rose up out of the information was that TV had all the earmarks of being an essential extensive asset in the individuals. Like other Australian persons swung to the TV to learn news and data. In spite of the fact that the Jack utilized the TV as a part of comparative approaches to different persons, other vital subjects additionally rose up out of the information:
- Television furnished the him with an intends to keep up associations with their way of life and legacy,
- It was a medium for religious expression for him, and
- It served as an asset for him to find out about the U.S. connection.
Over the span of time with the Jack, it was watched aggregate of 121 TV occasions. Clear measurements gave an outline of what sorts of projects the families for the most part had a tendency to see and with whom they saw such projects amid these TV occasions. In the first place, Jack in this study had a tendency to watch a lot of diversion programming (76 aggregate occasions, or give or take 63% of all TV occasions watched) while just observing some instructive/data programs (33 aggregate occasions, or pretty nearly 27% of the aggregate TV occasions watched). News programs (8 aggregate occasions, or 6.6% of all TV occasions), religious projects (3 aggregate occasions, or around 2.5% of all TV occasions), and notices (1 aggregate occasion, or 0.83 of all TV occasions watched) trailed behind.
Green’s 3D Model
Now in accordance to the Boat Green’s 3D model there are three dimensions that can be discussed from the observations and analysis of the literacy event as:
Operational
The observations have been made on the basis of television programs that were being watched by Jack during the different duration of a day. Jack who is an Australian youngster likes to spend most of the time sitting in front of television but instead of watching only entertainment programs he likes to watch knowledgeable programs, This shows the operational context of watching televisions to attain and understand the development of literacy.
Cultural
There are several cultural aspects related to watching television programs as in this context Jack watches cultural programs along with the entertainment programs that gives him with some ideal quotes so as to enhance his literacy and attain the importance of being literate to meet the cultural needs of the society.
Critical
The observations have helped us to understand that he believes in equity and social justice as being depicted from the discussions and reactions during the period of his watching the news on Television. The conclusions can be drawn that he not only utilizes the television to watch news or entertainment programs but also takes active participation to retain the social and cultural values of the society.
Implications for Teaching
TV not just fuses distinctive proficiency’s into its substance that youngsters may see consistently, however the medium itself speaks to a sort of education (Tarc, A. 2013). Keeping in mind the end goal to comprehend what they see on TV, viewers are obliged to understand data from distinctive methods of correspondence (visual, sound, and so on.), and in this way multi-literacy’s. Albeit hypothetically identified with the idea of various proficiencies, the build of multi-skill levels concentrates on methods of representation “much more extensive than dialect alone” (Peek & Beresin, 2015).
References List
Catts, R. (2012). Indicators of adult information literacy. Journal Of Information Literacy, 6(2). doi:10.11645/6.2.1746
Giardino, D. (2013). How Do Young Children Spend Their Time? – Television Viewing Habits In Children Younger Than One Year And Parental Limits On Television Exposure Within A Literacy Promotion Sample. Pediatric Oncall, 10(5). doi:10.7199/ped.oncall.2013.29
Hefer, E. (2013). Television subtitles and literacy: where do we go from here?. Journal Of Multilingual And Multicultural Development, 34(7), 636-652. doi:10.1080/01434632.2013.797986
Holland, J. (2015). Visual Literacy in International Relations: Teaching Critical Evaluative Skills through Fictional Television. International Studies Perspectives, n/a-n/a. doi:10.1111/insp.12098
Kožuchová, M., & Bašková, M. (2014). Watching television in free time by school-aged youth in Central Slovakia. Kontakt, 16(3), e171-e176. doi:10.1016/j.kontakt.2014.08.002
Mills, J., & Green, B. (2013). Popular Screen Culture and Digital Communication Technology in Literacy Learning: Toward a New Pedagogy of Cosmopolitanism. Journal Of Popular Film And Television, 41(2), 109-116. doi:10.1080/01956051.2013.787355
Peek, H., & Beresin, E. (2015). Reality Check: How Reality Television Can Affect Youth and How a Media Literacy Curriculum Can Help. Acad Psychiatry. doi:10.1007/s40596-015-0382-1
Peek, H., & Beresin, E. (2015). Reality Check: How Reality Television Can Affect Youth and How a Media Literacy Curriculum Can Help. Acad Psychiatry. doi:10.1007/s40596-015-0382-1
Porter, K. (2015). HOW TO WATCH TELEVISION ed. by Tracy Floreani. American Studies, 54(1), 143-145. doi:10.1353/ams.2015.0039
Silvey, E. (2014). Event report: Writing research proposals and publications. Journal Of Information Literacy, 8(2). doi:10.11645/8.2.1955
Tarc, A. (2013). Literacy of the other: The inner life of literacy. Journal Of Early Childhood Literacy,15(1), 119-140. doi:10.1177/1468798413512849
Vandermeersche, G., Soetaert, R., & Rutten, K. (2013). Introduction: Teaching Popular Film and Television: Critical Media Literacy and Narratives in (Teacher) Education. Journal Of Popular Film And Television, 41(2), 58-60. doi:10.1080/01956051.2013.787349
