In order to create the best environment for your students and to allow for all learning types using digital literacies, you can incorporate these modified teaching methods and activities. Gee stated that the better the mentoring and the more the child does with mentoring early on, the better the child fares and the more successful in learning and knowledge acquisition that child becomes (2012).
Multimedia literacy tools such as: Kahootz, A Sound Way, PM Gems reading, Readers Theatre, ABC Splash, Dust Echoes and Storyline Online can be utilised in the classroom to gain an understanding and exhibit the skills of Luke and Freebody's Four Resource Model. These skills include becoming a text user, text analyst, code breaker and text participant. These are all essential for understanding text and to gain essential insight and writing skills from reading multiliteracies through guidance of the four resources.These tools engage the students, and encourage them to enhance their literacy skills in a fun environment using digital technologies. These programs can also be incorporated with traditional literacy teachings, and can be extended by using the programs at home with parents and caregivers.
Literacy tools and skills are expanding due to the range of multiliteracies, and therefore so is the curriculum in which we evaluate our students. Learner agency and personal learning has become a big part of the curriculum, which allows students to become responsible for their own education. "For students who struggle with a traditional curriculum, this form of curriculum design may heighten engagement, rebalance classroom power so that students are responsible for the direction of their learning and motivate the broader curriculum aims of formal schooling" (Pahl & Roswell, 2012 as cited in Elliot, 2012).
Learner agency involves the evolution of the student taking a lead in their literacy education, by being able to state what they know, what they need to work on, and what they will learn next. This is the evolution of our digital aged students. As educators we can allow and encourage our students who engage with digital texts, to challenge themselves, to collaborate and communicate with others, to read, reflect, analyse and think critically, all highly desirable skills for the demands of contemporary, technologised education (Knobel & Lankshear, 2007; Marsh, 2012 as cited in Elliot, 2014).
Multimedia literacy tools such as: Kahootz, A Sound Way, PM Gems reading, Readers Theatre, ABC Splash, Dust Echoes and Storyline Online can be utilised in the classroom to gain an understanding and exhibit the skills of Luke and Freebody's Four Resource Model. These skills include becoming a text user, text analyst, code breaker and text participant. These are all essential for understanding text and to gain essential insight and writing skills from reading multiliteracies through guidance of the four resources.These tools engage the students, and encourage them to enhance their literacy skills in a fun environment using digital technologies. These programs can also be incorporated with traditional literacy teachings, and can be extended by using the programs at home with parents and caregivers.
Literacy tools and skills are expanding due to the range of multiliteracies, and therefore so is the curriculum in which we evaluate our students. Learner agency and personal learning has become a big part of the curriculum, which allows students to become responsible for their own education. "For students who struggle with a traditional curriculum, this form of curriculum design may heighten engagement, rebalance classroom power so that students are responsible for the direction of their learning and motivate the broader curriculum aims of formal schooling" (Pahl & Roswell, 2012 as cited in Elliot, 2012).
Learner agency involves the evolution of the student taking a lead in their literacy education, by being able to state what they know, what they need to work on, and what they will learn next. This is the evolution of our digital aged students. As educators we can allow and encourage our students who engage with digital texts, to challenge themselves, to collaborate and communicate with others, to read, reflect, analyse and think critically, all highly desirable skills for the demands of contemporary, technologised education (Knobel & Lankshear, 2007; Marsh, 2012 as cited in Elliot, 2014).