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G3: Print

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G1 : Digital

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G4: Live

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Please provide feedback on every group's 

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Please provide feedback on every group's 

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G2: Transmedia

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This study investigate critical literacy in the EFL classroom: evolving multiple perspectives through learning tasks and it is written by Kuo Jun Min in 2014. This research suggests that critical literacy merits more attention and implementation in Taiwan if we hope to help students cultivate a critical competence in addition to the traditional four language skills. The results show the students respond to an activity designed from a critical perspective by carrying out a critical social practice in the classroom. This descriptive paper has employed grounded theory to analyse how college freshmen in Taiwan responded to a critical-literacy activity. Students performed a series of learning tasks that laid bare the concept of multiple perspectives.Firstly, the students are encourage to form a critical stance by using their background knowledge to understand relationships between their own ideas and the ideas of others. The second way is to investigate multiple perspectives. The activity offered students those spaces in which they experienced three collaborative inquiry-based tasks, a form of socio-cultural learning that helped them seek multiple perspectives and develop new understanding on their own. Next, re-examining their familiar world. The diverse topics students used in their essays were informed by their experiences, observations, and reflections. The students are able to reflect their own personalities and behaviours through the view of the society. Three themes were identified in their responses which are picture books as alternative teaching materials, relevant materials and issues, and interactive and learner-centered tasks. To sum up, this research suggests that critical literacy merits more attention and implementation in Taiwan if we hope to help students cultivate a critical competence in addition to the traditional four language skills. 

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This study investigate critical literacy in the EFL classroom: evolving multiple perspectives through learning tasks and it is written by Kuo Jun Min in 2014. This research suggests that critical literacy merits more attention and implementation in Taiwan if we hope to help students cultivate a critical competence in addition to the traditional four language skills. The results show the students respond to an activity designed from a critical perspective by carrying out a critical social practice in the classroom. This descriptive paper has employed grounded theory to analyse how college freshmen in Taiwan responded to a critical-literacy activity. Students performed a series of learning tasks that laid bare the concept of multiple perspectives.Firstly, the students are encourage to form a critical stance by using their background knowledge to understand relationships between their own ideas and the ideas of others. The second way is to investigate multiple perspectives. The activity offered students those spaces in which they experienced three collaborative inquiry-based tasks, a form of socio-cultural learning that helped them seek multiple perspectives and develop new understanding on their own. Next, re-examining their familiar world. The diverse topics students used in their essays were informed by their experiences, observations, and reflections. The students are able to reflect their own personalities and behaviours through the view of the society. Three themes were identified in their responses which are picture books as alternative teaching materials, relevant materials and issues, and interactive and learner-centered tasks. To sum up, this research suggests that critical literacy merits more attention and implementation in Taiwan if we hope to help students cultivate a critical competence in addition to the traditional four language skills. 

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This article entitled Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives Through Learning Tasks written by Kuo Jin Min in 2014. The research is to explore an English learning activity designed from the perspective of critical literacy. To sum up, this research suggests that critical literacy merits more attention and implementation in Taiwan if we hope to help students cultivate a critical competence in addition to the traditional four language skills. There are three session conducted during the research using different kind of multimodal texts. From the activities, students gave different perspective during the three session. Multimodal texts used affect their point of view.

The first session included activities such as guessing other students’ experiences of modified perception, reading the shortened version of Voices in the Park in groups and identifying and discussing the personality traits of an assigned role. In this session, each student was given a sheet of paper to write down his/her ideas. After that, they were asked to exchange ideas and share opinions by using English with their peers.

The second session included activities like working in groups on a character web poster. Students were required to create a web poster in order to present their ideas.

The third session included activities such as ‘reading and discussing the entire picture book’ and being assigned individually to complete a perspective journal. They were needed to write about what they had learned from analysing different situations from a critical stance.

A further analysis of the collected data indicates that this cumulative learning process helped students develop their critical competence through different phases: forming a critical stance, investigating multiple perspective and re-examining a familiar world.

In conclusion, this article explained each activity in detail. It also included the necessary journal article requirement for readers to understand better while reading it.

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Response to Article

Written by: Emy and Kauthar

The article written by Jun Min Kuo discusses about the importance of critical literacy in classroom. Critical literacy is important as it can help adopts a post structuralist and postmodern view of reality and literacy. Other than that it also motivates students to become active meaning-makers by creating a learning environment in which textual critique is stressed and multiple perspectives are encouraged, explored and respected.

Based on this study, by having critical literacy, students can form critical stance. This means that students can think more critically when they study and understand deeper about it. Other than that, students can know about different perspectives. Students will realise that there are other things for them to notice in a certain situation rather than sticking to their own point of view. Students can also re-examine their familiar world because they will become more aware of their daily life and they will also gain a deeper sense of multiple perspectives.

Teachers can use various method to teach critical literacy in the classroom such as using picture books so that students can be more literate of what they see. They can also express more about what they learn. Teachers can also use interactive and learner-centered tasks in classroom. This will help the students to be more active during the entire learning process.

In conclusion critical literacy should be applied in every classroom so that the students can gain more benefit.

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Zaf and Dee

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Athiyah & Zakiah's

https://docs.google.com/presentation/d/1Ee37nuUSfZIKHtmKl6ZhAXUljMuRpk88gIoiaXeOjt0/edit?usp=drivesdk

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The link for the videos of the tutorial presentations

https://drive.google.com/folderview?id=1GqzzdJ6sZjfbEdWIPFAHi0PowYWlT6WM

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Task 2: As a class, watch the Ted Talk videos by Sir Ken Robinson and answer these questions:

-Has education really changed? How?

-Do you see the changes (as stated by the speaker) in your context? Discuss (mind map / graphic organiser).

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Mindmap for the ted talks

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v In groups – Discuss

v 1. Benefit of  multicultural in Malaysia

v 2. Challenges of multiculturalism in Malaysia

v 3. Discuss 6 Ways Teachers Can Foster Cultural Awareness in the Malaysia Classroom

v Discuss strategies for effective cross cultural communication

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Group Nicholas,Amirul,Hafifie and Faruq 

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Group Nicholas,Amirul,Hafifie and Faruq 

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Individually, answer questions 1-3 below. Your answers should be written in short notes or mind-maps. For questions 4-5 answer them in groups & present.

1.Define and elaborate the terms: literacy, multiliteracies, culture, cultural literacy, cultural competence, cross-cultural awareness and local cultural awareness.

2.Why cultural literacy is important?

3.Why is intercultural important?

4.How do educators develop a classroom environment that fosters cultural literacy?

5.Cultural literacy also helps you develop associated skills, such as communication and self-reflection (Flavell, Thackrah & Hoffman, 2013). Discuss the statement above.

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In your respective groups:-

Collect samples of multimodal texts:

-Print

-Digital

-Live

-Transmedia

Discuss how the different modes (linguistic, oral, aural, gesture, and spatial)are used in the multimodal texts to convey meaning.

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Tutorial Tasks:
1. Discuss in groups.
2. Present in class.
Part A
To be literate is to (be) …
To be multi literate is to (be)...
Part B:
What do these mean. How do you know?
 Click on the link to open the page
 Scroll down the menu options
 Upload a picture or video
 We’ll create a blog and a wiki.
 Just friend me now and I will
tweet you later
 Google it and you will find many sources. What do these imply about our multiliteracy
Part C:
A closer Look at Literacy. How often do you and/or your students
use* English?
*use = read, write, speak, listen, watch films, etc.
If you had to use English everyday , what activities would you participate in?
Part D:
A closer Look at Multimodal Literacy
Watch a clip of a video made by
students on a class project.
How do their project and their topic relate to multiliteracies

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In groups of 3 or 4:-

•Choose a text (e.g. a song lyric).

•Suggest ways to help learners comprehend the text based on the Four Resources Model (code breaker, text user, text participant or text analyst).

Example:

Code breaker – recognising the symbols in the lyric

Text user – recognising the convention of the text like rhymes or format like having a chorus

Text participant – relate the theme in the lyric to personal experience

Text analyst – discuss theme in the lyric or identify words associated with being ‘strong’ or ‘courageous’ like a lion

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In groups of three or four students: Discuss the issues in the statements below and then relate them with the incoming challenges faced by teachers and writers (also relate this to lifelong learning).

1.Multimodal texts present information across a variety of modes including visual images, design elements, written language, and other semiotic resources. These texts challenge novice readers as they work across multiple sign systems to construct meaning (Siegel, 2006).

2.  Learning to read novels has changed from a singular focus on learning to decode and understand written language to include the navigating and interpretation of visual images, design elements, and graphic structures.’ (Serafini, 2012).

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Download and read Texts 1-6, six classic fairy tales in their simplest form (as written by Brad Philpot).

Get into five groups and assign each group a fairy tale from Texts 2-6. Text 1, Little Red Riding Hood, has already been illustrated using four different ways on the page https://www.philpoteducation.com/mod/book/view.php?id=145&chapterid=37) (Figures 3.1.2b-e: Slide 17) to illustrate dominant, alternative and resistant readings of it. Use the same spirit, discuss possible dominant, alternative and resistant readings of your group's fairy tale. Show case your findings to the rest of the class.

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�In your respective groups:

Task :

�Discuss and state how reproducing data and images through digital manipulation can be done?

�Name the application that you use. Produce  2 example/s.

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“People are attracted to the easy means of getting information with internet based terminals or hand phones which provide them information of their choice anytime, anywhere.”

In your respective groups:

§Discus how you can evaluate and apply new knowledge gained from digital environments. Provide an example. Choose a media. Evaluate and discuss the reliability and validity of the media. How do you gauge the effectiveness of the media in its delivery of content and information

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In groups of three, choose a printed travel brochure and present it in class, taking into consideration:
► the elements involved in creating and appreciating the art of visual communication
► the 10 commandments of visual communication.
 In groups of three, present a digital travel brochure, taking into
consideration:
►the elements involved in creating and appreciating the art of visual
communication
►the principles involved in designing the digital brochure
* Discuss in class the similarities and differences in both types of
brochures.Which appeals more to the audience and why.

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-Download and read : https://www.worldoftales.com/browse_all_folktales.html

-Get into five groups and assign each group a fairy tale from the above url

-Use each story to illustrate dominant, alternative and resistant readings of it.

-In the same spirit, discuss possible dominant, alternative and resistant readings of your group's fairy tale.

-Show case your findings to the rest of the class using Pecha Kucha presentation.

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1.In groups of 3 – 4, watch a movie from the list given.

2.Examine any issue in the movie.

3.Discuss in the group your perspective about the issue.

4.Present the group’s perspective about the issue in an info graphic poster.

1. Pursuit of Happiness
2. A Beautiful Mind
3. Kings Speech
4. Good Will Hunting
5. Dead Poets Society
6. Mr. Holland's Opus
7. October Sky
8. Finding Forester
9. The Great Debaters
10. Freedom Writers
11. Apollo 13
12. Hotel Rwanda
13. The Pianist
14. Schindlers List
15.One Flew Over the Cuckoos' Nest
16. The Shawshank Redemption 17. Men of Honor
18. Gifted Hands
19. The Straight Story
20. It's a Wonderful Life
21. Forrest Gump
22. Million Dollar Baby
23. Coach Carter
24. The Blind Side
25. Remember the Titans
26. Cinderella Man
27. Invincible
28. Chariots of Fire
29. Glory Road
30. Rudy
31. Brian's Song
32. Seabiscuit
33. The Black Stallion
34. The Legend of Bagger Vance 35. Invictus
36. 127 Hours
37. Cast Away
38. The Intouchables
39. The Tuskegee Airmen

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In groups, read the text given.
You can problematize the text, question it and give your perspectives and views.
Respond to the text critically and share your responses in the  googledrive/padlet.

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Task
In pairs, read an article or watch a video or listen to a podcast  which is related to the opportunities and challenges in teaching multiliteracies in the Malaysian classrooms  today.
Prepare short notes, discuss and share the content of your article/video/podcast in the infographic poster with your classmates

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https://drive.google.com/open?id=1_WJm6W0t7tDJYmgyx3821v7gKSol6ziG