Tag: screen based literacies

In July 2016 the CPRT published their 7th Research Briefing and Report papers entitled: The Digital Age and its Implications for Learning and Teaching in the Primary School. The report and the summary found within the research briefing, written by Professor Cathy Burnett provide a substantial but necessarily selective survey of research related to children’s lives in the digital age within and beyond school. Please access the resources here and here or download the pdfs on the right.Thanks to the CPRT for giving UKLA permission to share these resources.

Young News Readers: Critical Media Literacy

This Key Stage Two and Three teaching resource is premised on the concept that how we read is as important as what we read. Young people today live in a world where they are bombarded by print and non-print texts, all of which implicitly or explicitly present perspectives on race, gender, class, as well as many social, political and economic issues. This resource draws on Freebody and Luke’s Four Resources Model (1990) to teach children and young people not to uncritically conform in their personal lives, but at a societal level as well. These skills and dispositions are what literacy scholar and educator Allan Luke (2009) refers to as ‘a new basic’ for navigating our text and media-saturated world.
An evaluation of the BFI Lead Practitioner Scheme for moving image media literacy.

Impressions, improvisations and compositions: reframing children’s text production in social…

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

Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools.

Children’s inference generation across different media

UKLA / Wiley-Blackwell Research in Literacy Education Award: Award Winner – Journal of Research in Reading 2009.
This paper investigated the degree to which children’s inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary.

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