About this paper

Appears in:
Pages: 4486-4490
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

CURRICULUM REFORM INITIATIVES IN MULTILITERACIES

V. Saravanan

University of Bahrain, Bahrain Teachers College (BAHRAIN)
This paper will focus upon education reform initiatives undertaken in teacher preparation through innovative pedagogy and a learner -centered research agenda (Darling-Hammond et al 2005), at Bahrain Teachers College (BTC), Bahrain Education Reform, (2006) www.btc.uob.edu.bh/index/html, www.bahrainedb.bh. in order to reform the Bahrainian K-12 school system.
Curriculum reform movements have extended the trajectory of 21st century literacies, transforming teaching and learning from traditional resources to digital, multimodal resources. The affordances of computer technologies-cyberliteracies have transformed information and communication (Unsworth, 2001).
This in turn has led to a transformation of a pedagogy of multiliteracies, of multimodalities –visual, textual, audio, to a multiplicity of semiotic resources, meaning making cultures to build different dimensions of meaning: linguistic, visual, digital (Street, 1984, Gee 1990, New London Group, 2000).
Technological changes have taken place in literate forms of communication. The way the book is read, the way information is selected, is now transformed and mediated by technology to textual habitat, (Goodwyn, 1998) to screen based literacies (Kress 1997).
This paper reports preliminary attempts on the use of multimodal, multliteracies in Bahrain classrooms. Educators Hargreaves and Reyan, (1989), argue that teachers need to be increasingly included in curriculum conception, and not just be seen as technical executors of technical delivery of pupil learning.
Teacher’s candidates at BTC are introduced to multimedia materials, their awareness raised for critical understanding of multiliteracies in order to develop informed teachers for effective pedagogic intervention. During fieldwork teachers are encouraged and set tasks to develop digital teaching materials using digital leaning tools: to record mediascape and soundscape of interactive environmental events and episodes, where the emphasis is on participation, role relationships and engagement. This in turn is used to develop digital images and digital scripts.
@InProceedings{SARAVANAN2011CUR,
author = {Saravanan, V.},
title = {CURRICULUM REFORM INITIATIVES IN MULTILITERACIES},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {4486-4490}}
TY - CONF
AU - V. Saravanan
TI - CURRICULUM REFORM INITIATIVES IN MULTILITERACIES
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 4486
EP - 4490
ER -
V. Saravanan (2011) CURRICULUM REFORM INITIATIVES IN MULTILITERACIES, INTED2011 Proceedings, pp. 4486-4490.
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