Project Report on New and Traditional Literacy and Diverse Student Needs
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Added on 2019-11-26
Project Report on New and Traditional Literacy and Diverse Student Needs
Added on 2019-11-26
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Running head: NEW AND TRADITIONAL LITERACYNew and Traditional Literacy and Diverse Student NeedsName of the Student Name of the University Author note
1NEW AND TRADITIONAL LITERACYIntroductionThe world is turning more diverse both linguistically and culturally with everypassing day. The teachers in the classrooms are facing more challenges with the studentsfrom diverse backgrounds. The multimodal resources are a great method of designing thepedagogies for the students who come from diverse backgrounds and have difficulties inlearning (Mills 2013). The primary challenge is felicitating the identification of the diverseresource that can be offered to the students, while at the same time, the access to the specificcontent and the official discourses of the curriculum should be enabled. Australia is a countryof several ethnicities and languages, the teachers tend to experience diverse students from allover the world. The diversity of ethnicities, cultures and languages have characterized theeducational contexts of Australia. The educational pedagogy in Australia has been designedso that it can provide the primary cultural and social education to the young children and thestudents in the later ages (Loughran 2013). English is mostly chosen as a common languagefor teaching and learning. As globalization has influenced all the possible sectors of life, theeducational sector is no exception to that. The new literacy trends have adopted themultimodal approach within the classroom because this can be a major source of creativityand resourcefulness for both the students and teachers (Craft et al. 2014). There are severalaudio, visual and kinesthetic models available such as wiki, animated video,PowerPoint/Prezi, E-book, applications etc that can be utilized for the learning process. Thisessay will trigger the different sources of designing pedagogies and develop the teachingprocess. Designing PedagogiesDesigning is the procedure which gives the shape to the purpose and interests for themaker for the assumed audience by utilizing the accessible semiotic resources. In this
2NEW AND TRADITIONAL LITERACYcontext, the concept of designing to the educational pedagogy tends to give rise to thealternate approaches to the primary questions of identifying and accessing. As stated byCochrane et al. (2014) the designing is a semiotic work which motivates each of the acts ofmeaning by making the points for identifying the principles of learning along with thematerials with which the teaching will be done. In other words, it can be said that the conceptof designing identifies the creation of the resources in large number which makes asignificant meaning. This concept is also about assembling and choosing the resources inaccordance to the individual requirements and the perception about the context. The learnerstend to receive several signs across such semiotic modes which are drawn from severalrepresented resources as well (Goodyear and Casey 2015). The traditional classrooms havechanged with the course of time and several new technologies are being utilized for designingthe pedagogies for students. The multimodal classrooms are a new way of teaching studentswhile using different multimedia services. However, it is very much necessary that theknowledge and the discourse of the particular discipline are accessible.
3NEW AND TRADITIONAL LITERACYFigure: New Literacy and Diverse Student NeedsDiscipline-specific knowledge and capabilities The discipline specific knowledge can be described as a particular set ofcomprehensions which is not confined in a particular field; rather it is more than the basicknowledge of the subject. This can also be considered as the knowledge which is specified tothe particular discipline but defined as a specialist in the area. This knowledge is significantfor the students to learn as in their later life, they may require fundamental and particularknowledge on a subject for pursuing their career (Starkey et al. 2016). This pedagogy can bedesigned in different ways. There can also be different learning environments such as lecturewithin the classrooms, laboratories or within the learning environments integrated withpractical work. However, the teacher can design this pedagogy by using different multimodalresources as well. The class environment can also be cloud located if the classroom is anonline one. If the teacher is conducting any tutorials other than the scheduled tutorials, he orshe can conduct the class online as well. For this pedagogy, the students can be givenmultiple choice questions where they have to choose only one correct answer among three orfour choices. These kinds of question papers generally consist of a single question followedby three or four choices of same kind. For the design specific knowledge and capabilities, thelearning environment integrated with work can be the most effective one as it can provide thestudents a genuine learning environment which may represent the real work to them (Hughesand Keith 2015). Other than multiple choice questions, there can be essay or practicalexamination for this specific genre. Within the practical environment, the teachers will becapable of assessing the practical knowledge of the students.
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