1. ICT texts 1 Learning and teaching through ICT texts East Riding of Yorkshire Conference November 2004 Gordon Askew Regional Director (ICT)

2. ICT texts 2

3. ICT texts 3 mode: writing medium: print (book) pre-sequenced (linear) left to right, top to bottom

4. ICT texts 4 mode: picture (image) medium: canvas (screen) non-sequenced (non-linear) eye roving for information building a picture radial reading

5. ICT texts 5 writing imitating image non-sequenced (non-linear) roving for information building a picture radial reading

6. ICT texts 6 interactive text mode: mixed (but more akin to image than writing) medium: screen non-sequenced roving for information; building a picture radial reading

7. ICT texts 7 The reading of on-screen text engages the reader in a very active (dynamic) way requires the orchestration of information from non-linear, multi-modal sources facilitates focus on some key aspects of text (sequence and structure, author/character perspective, etc.) extends reading into the new literacy of the ICT medium

8. ICT texts 8 Interactive text as a writing frame:

9. ICT texts 9 Using multimedia: Combining digital images with writing Using sound and image Orchestrating writing with digital video Combining multimedia with non-linear text creation

10. ICT texts 10 From an on-screen template..... to a creative text

11. ICT texts 11 The creation of on-screen text brings the content and structure of writing into a new and very dynamic relationship involves strong elements of design as well as language and style considerations requires particularly careful consideration of the potential readers, and how and why they will access the content extends writing into the new literacy of the ICT medium, facilitating multi-modal communication encourages creative thinking and learning (making/exploring connections)

12. ICT texts 12 We must challenge and re-define teachers perceptions of texts. We live in a multimedia world where we experience different kinds of text every day. We need to reflect this in the English curriculum. Teachers should take account of the breadth and nature of pupils reading and the consequent text models available to them. Visually Speaking: Essex Writing Project 2003