Resource+5+(Patricia)



Overview of Resource: [] __**Brief Explanation and Rationale**__ ‘Jaycut’ is an innovative video editing software program established in 2007 by software designers in Stockholm, Sweden (Jaycut, 2010, para. 3). This resource is an effective tool for students to create their rich multimodal task as it is free, easy to use and allows students to upload their own images and sounds. The layout of the video tool is clear and concise it displays two timelines where the students click and drag their images, videos and music to create their advertisement. Students can also add transitions, special effects and text to create their multimodal text. The Media library enables the students to watch a preview providing the students with instantaneous feedback of their work. Jaycut is an excellent resource as it demonstrates to students the importance of planning by using a storyboard to outline the sequence of their advertisement. As Jaycut’s video editing format is presented as a series of slides. It is also effective as it can be accessed outside of school allowing students with Internet access to practice using the tool at home. __**Relevance to the focus outcome**__ This resource will aid students to successfully achieve their focus outcome as they are creating a persuasive advertisement emphasizing the importance of promoting the use of sun protection and adopting preventative measures. The use of the multimodal text Jaycut allows students to demonstrate their understanding of the knowledge they have acquired over the course of the unit on the written and visual grammar required to create this text. Thus, allowing teachers to use this task as a summative assessment. This resource highlighted to students the importance of critically analyzing their images, audio and text to create their Advertisement. __**Aspect of Literacy to be explored**__ The use of this resource allows teachers to immerse students in rich learning experiences that equip students with the tools they require to participate in the ever increasing technological world and engage in meaning making (Winch, Johnston, March, Ljungdahl and Holliday, 2007, p. 16). These technological advancements over the 21st century have made it necessary for teachers to educate students about multiliteracies through the use of a variety of multimodal texts such as Jaycut (Winch et al, 2007, p. xxxvi). Jaycut is a valuable resource for teachers to teach students about the visual and written grammar salient to multimodal texts. The use of this text equips students with a deep understanding of the interplay between the “visual”, “audio”, “linguistic”, “spatial” and “gestural” elements to create their own persuasive multimodal text (Healy, 2004, p. 21). This creates an engaging learning environment as the diversity of learning needs are catered to and supported by the teacher (Winch et al, 2007, p. 558). This learning environment allows teachers to develop students’ ‘critical literacy’ (New South Wales, Department of Education and Training, 2007, p. 5). This is supported by the New South Wales English K-6 Syllabus (2007) who state “…the development of critical literacy…involves students in questioning, challenging and evaluating the texts that they listen to, read and view (p. 5). The importance of fostering multiliterate students is affirmed by Healy (2004) who states “A multiliteracies focus has potential to prepare students as interactive citizens and competent communicators across modes and medias.” (p. 21). Callow (2006) concurs stating there is an increasing “…need for students to be informed and critical participants in the political realm of their communities and countries…” (p. 7). Thus, affirming the validity of equipping students with the metalanguage they need to decipher a myriad of visual and verbal texts to actively participate in the digital world (Callow, 2006, p. 8; Winch et al, 2007, p. 16).

__**References**__ Callow, J. (2006). Images, Politics and Multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy, 29(1), 7-23. Healy, A. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice. In Text next: new resources for Literacy learning (p.p. 19-35). Sydney: Primary English Teachers Association. Jaycut. (2010). About us. Retrieved October 1, 2010, from http://jaycut.com/about New South Wales Board of Studies. (2007). English K-6 Syllabus. Sydney: Board of Studies. Winch, G., Johnston, R.R., March, P., Ljungdahl, L. Holliday, M. (2007). Literacy: Reading, Writing and Children’s Literature Victoria: Oxford University Press.

-PATRICIA ANTHONY-