In the Literacy in the Content
Area class on October 2, 2012, we discussed and modeled various lessons that
use digital literacies. The lessons used
both started off with an activation of prior knowledge and a pre-write. Students then watched a video on the topic to
learn more about the issue. It was
discussed that it would be helpful to include a prompt before putting on the
video so that students can focus their attention on the information presented
in the video. One lesson used a guided
reading strategy that divided a text into smaller sections where students read
individually and then discussed the key points as a class. This strategy can help students improve their
reading comprehension. These types of lessons
are applicable to content-area classrooms since it keeps all students engaged
and holds them accountable since they have to share information with
others.
Biancarosa (2012) explains that
in the content area, students need to be able to read for information and to
understand more complex texts. When teaching
literacy in the content area, students need to understand how reading for
information differs across disciplines. Students also need to learn how to
understand bias in texts and how to interpret texts. This is applicable to written as well as
media texts. For example, students could
look at the fake website about the Pacific Northwest Tree Octopus to practice
analyzing what they read and to look for credibility in a source. Since students are surrounded by technology,
it is necessary to incorporate digital literacies in the classrooms to teach
students how to understand the texts that they encounter daily. <iframe width="560" height="315" src="http://www.youtube.com/embed/X5ySocUyI7I" frameborder="0" allowfullscreen></iframe>
 | |
|
Caption:
Fake: The tree octopus that researchers fabricated to test the evaluation
skills of students
Retrieved
from: http://www.dailymail.co.uk/news/article-1352929/Endangered-tree-octopus-proves-students-believe-read-Internet.html
|
fgsdfg
ReplyDelete