In July 2016 the CPRT published their 7th Research Briefing and Report papers entitled:
Martin Waller describes how he has used the social networking system Twitter with his Year 2 class as means of engaging children in evaluating and reflecting on their own learning. Its use has created a greater understanding of real world literacy and helped develop digital literacy skills within this online community of practice.
Thanks to the English Association for allowing UKLA to reproduce the article.
As part of an action research project jointly organised by the BFI and CLPE, Annette Johnson focuses on how the use of film can inspire and develop children’s speaking, listening and writing skills. This leads her to ask questions about the links between film, auditory learning and developing children’s writing.
Thanks to the English Association for allowing UKLA to reproduce the article.
In this article Angela Colvert describes how she and her Year 6 class brought a story to life for some Year 5 children in the same school, as together they created an Alternate Reality Game (ARG) based on the book Krindlekrax by Philip Ridley.
Thanks to the English Association for allowing UKLA to reproduce the article.
UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.
UKLA has published several reviews of tried and tested books. These aren’t new publications but books which members recommend as practical and accessible.
UKLA / Wiley-Blackwell Research in Literacy Education Award Winner – Literacy 2010. This paper draws from a current research project that is exploring three pre-teenage children’s text production in social networking sites.
Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools. UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Literacy 2008. This article considers the digital lives of a number of young teachers and emphasises the importance that young teachers and student teachers should be given time on courses to think about and discuss their own digital literacy histories.
