Reading deeply: A Sociocultural approach to an audio-visual ‘text’

[blip.tv ?posts_id=4505050&dest=83164]

This activity is designed to develop students critical reading of text, in this case of a cultural, audio-visual text. Alternatively, a traditional, printed text could be used. However, the texts students need to read are becoming increasingly complex and hybrid, requiring a range of multi-literacies.

The resource was designed for certificate in music students at level 3 in response to diagnostic testing (and in-class observation) that indicated critical reading and critical thinking to be significant literacy needs of these students. Developing students critical literacy skills is essential in all disciplines, at all levels; for this reason, this activity is useful, and adaptable

Audio/Visual

Image via Wikipedia

to a wide range of contexts. At higher levels the texts and tasks need to increase in complexity and need contextualising to the discipline, but the skills and strategies remain the same.

The music in the video was: “Harmony”, by Mseq, 2010 – Licensed under Creative Commons Attribution (3.0)

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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