{"id":25179,"date":"2025-04-14T13:10:14","date_gmt":"2025-04-14T12:10:14","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?p=25179"},"modified":"2025-04-14T13:39:32","modified_gmt":"2025-04-14T12:39:32","slug":"reading-and-writing-with-digital","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/2025\/04\/14\/reading-and-writing-with-digital\/","title":{"rendered":"Reading and writing with digital"},"content":{"rendered":"
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George Milliken<\/span><\/span><\/span><\/span>\u200b<\/p>\n<\/div>\n<\/div>\n

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Mon 14\/04\/2025 12:50<\/div>\n
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engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT<\/p>\n

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Texts<\/p>\n

The literacy and English framework reflects the\u00a0increased use of multimodal texts, digital communication, social networking and the other forms of electronic communication encountered by children and young people in their daily lives<\/b>.<\/p>\n

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OECD report on literacy<\/a>
\u2026 continuously evaluating the quality and validity of differences sources, navigating through ambiguity, distinguishing between facts and opinions, and constructing knowledge. reading is a daily activity for most people and that education systems need to prepare students to be able to adapt to the\u00a0variety of scenarios in which they will need to read as adults<\/b><\/p>\n

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The more knowledge technology allows us to search and access, the more important it becomes to develop deep understanding and the capacity to navigate ambiguity, to triangulate viewpoints, and to make sense of content.<\/p>\n

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Digital readers not only need to follow linear information structures but construct their own texts by selecting and assessing information from various sources<\/p>\n

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– WHY<\/p>\n

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It recognises that\u00a0the skills which children and young people need to learn to read these texts differ from the skills they need for reading continuous prose<\/b>\u00a0\u2013 WHAT<\/p>\n

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novels, short stories, plays, poems reference texts the spoken word charts, maps, graphs and timetables advertisements, promotional leaflets comics, newspapers and magazines CVs, letters and emails films, games and TV programmes labels, signs and posters recipes, manuals and instructions reports and reviews text messages, blogs and social networking sites web pages, catalogues and directories<\/p>\n

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So, HOW?<\/p>\n

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Reading helps students gain knowledge which leads to better writing<\/a>, whilst writing can deepen students\u2019 understanding of ideas.<\/p>\n

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Extensive practice, supported by effective feedback, is required to develop fluent transcription skills (typing and word processing features for checking accuracy)<\/p>\n

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Writing has five components:<\/a><\/p>\n