A) Library update
Oliver has upgrade the Enquiry page to give a variety of visual options and recommendations.
The result has been students wanting to borrow the newest titles as they appear.
The Management view now includes an analytical overview at log in.
B) Literacy as a component of the NESA All My Own Work Program
Year 10 have just completed the AMOW program.
While the ostensible purpose of the program is to make students aware of what constitutes plagiarism, the real focus of the program is information literacy and referencing.
One section of the test of the worksheet students must complete includes an exercise using dictionary skills to find word definitions. Some students struggle with this and are not confident in their knowledge of the sequence of the alphabet. “Does J come after G?”
Information Literacy now has to encompass the realm of AI. There was a demonstration of ChatGPT and the way to reference it using the American Psychological Association referencing system
Thus for https://chat.openai.com/c/04fd64c1-6065-486a-84b3-5cdcadda843d
“OpenAI. (2023). ChatGPT (Version 3.5) [Computer software]. https://www.openai.com/ (Retrieved on 30/11/23)
C) Literacy in the context of teaching Japanese.
It has been an exhilarating term as 8LANGB explored multiple aspects of literacy as part of their Japanese course.
I used 4 references books from PETAA to provide the theoretic underpinnings.
For Visual Literacy they used Manga, Anime and Kamishibai Paper Theatre to broaden their literacy skills through multimodal texts.
Through Japanese literature they studied a variety of folk tale genre from the Japanese canon from both oral and written perspectives.
They considered the evolving nature of literacy and imagined the shape of text to come, including emoticons.
Finally they used music in every lesson to build their Japanese language skills, both oral and written. Every lesson began with 5-10 minutes of music within a Japanese context.