lead in developing appropriate pedagogies for these new electronic media and forms of communication, corporate experts will be the ones to determine how people will learn, what they learn, and what constitutes literacy.
Webinar
' Technology and Innovation in Literacy' as part of NIACE's Focus on innovation and use of technology to improve adults' basic English and Maths skills - a live webinar - Monday 3 March 2014
Researchers, practitioners and examiners will be required in the future to integrate these technologies into their own contexts, to explore meaning-making and develop frameworks of understanding. RaPAL hopes that recent migration to the YUDU digital publication platform for the journal will enable members to contribute to the development of the sector as we learn to utilise it fully across a diverse range of productions. It enables us to locate images, podcasts, videos, links and other interactive media within a published article; to facilitate discussion and extended sharing via the website and social media; and to integrate group reflection on teaching and learning practice. This may be as simple as sharing and discussing a
lesson and accompanying interactive whiteboard PDF in Section 1 of the journal or the RaPAL Members' Area pages. Click on the journal to find out more.
Challenges
There are a number of challenges in developing the use of social networking within a multimedia learning environment. As well as overcoming technological issues, for example, connectivity and access to technology, both staff and students will need to develop their knowledge, skills and resources in both multimedia and social networking platforms.
Conclusion
On a positive note, there is a tremendous amount of interest in the area internationally: significant research and investment is taking place, and information and resources are freely available online. In essence, these new forms of communication require us to develop extended literacy skills. They build on established critical literacies such as substantiating objective opinions in an argument or review, or reflecting on commercial audience responsive promotional texts such as sales materials and flyers. We could argue that encouraging and supporting learners to participate effectively in these new literacies enriches their lives, develops their participatory capabilities and empowers them.
References
Barton, D. and Hamilton, M. (2000) Literacy practice, in Barton, D. & Hamilton, M. & Ivanic, R. (eds) Situated Literacies: Reading and Writing in Context. London: Routledge
Branch, B. L. (2012) 'Khan Academy'. Gifted Education Communicator, Vol 43 (2) 2012 [Online] available Here (accessed 02/12/13) pp.38-40
Brandt, D. & Clinton, K. (2002). 'Limits of the local: Expanding perspectives on literacy as a social practice'. Journal of Literacy Research Vol 34 (3) pp.337-356
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