Using audiovisual and digital tools for teaching Estonian and literature
Submitted by:
Gerli Lokk
Abstract:
The understanding of literacy has expanded a lot in the 21st century. Living in the digital landscape does not mean just writing, reading, speaking or listening. 21st-century literacies include computer literacy, visual literacy, performative literacy, Internet literacy, digital literacies, new media literacies, multiliteracies and ICT literacies (Lapp, Rowsell 2011). Nowadays students prefer to gain new information from multiple multimedia sources and have the access to hyperlinked multimedia information, process pictures, sounds, colour and video before text (Jukes et al 2010). These developments have major influence on methods and tools that can be implemented in school lessons.
The presentation analyzes the usage of audiovisual and digital tools in teaching Estonian language and literature. The data is based on two focus group interviews, six basic school teachers from different schools participated in both of them. In these interviews the researchers focused on teachers’ experiences of teaching Estonian and literature.
Questions asked were as following:
• How much do teachers use different kind of audiovisual and digital tools in their language and literature lessons and what are their goals in these kinds of lessons?
• What kind of support is offered to teachers who are interested in using audiovisual and digital tools? What kind of support they need or seek for themselves?
• What makes it difficult for teachers to use audiovisual and digital tools in their lessons?
• What are teachers´ attitudes towards using and not using audiovisual and digital tools?
• What have been the best practices in developing students´ skills in multiliteracy?
References
Jukes et al = Jukes, Ian, Ted McCain, Lee Crockett 2010. Understanding the Digital Generation. Canada: Sage.
Lapp, Diane, Jennifer Rowsell 2011. New Literacies in Literacy Instruction. – Best Practices in Literacy Instruction, pp 395 – 409.