Implementing T-shaped Literacy in Visual Arts - starting with practice archietectures

“...When we learn things, then, we do not just learn words or language or ideas or concepts, and we do not just learn them as ‘internal’ representations that correspond to, or attach to, ‘external’ things or states of affairs in the world. We learn to use them in relation to, as part of, some kind of practice. Again: what we learn arises from, represents, recalls and returns to its use in practice…” Edwards-Groves and Kemmis 2018.


By tying the learning of implementing T-shaped literacy (Jesson and Wilson) directly to embedding the LCS Inquiry model to Hornby High School Tīkanga, one is effectively establishing a ‘practice architecture’ (Edwards-Groves & Kemmis, 2018).

Practice architecture as a noun was to begin with, a really confusing idea for me. It is essentially this concept of each practice having a construct or a ladder in behind it, supporting it. The supports come in the form of what we do, what we say and what we relate back again, in the process. Rather than these things that interrelate together existing in a vacuum, they are also influenced again by cultural, social and physical values that impinge upon them.

So the idea is that if we establish all new learning on the practice architecture model, it will be lasting learning.

The idea of practice architectures isn't new. However for me, it is new as I have never thought of the philosophy of how we learn like this; doing, saying and relating all being fundamental to the process, with full acknowledgement of the outside influences that come back in from the rest of the world the learner interacts with. I think this might be because previously, throughout my training and the latter part of my own schooling, we were 'schooled' in this idea that certain people are certain learner types; kinaesthetic, aural, reading-based (there was a fancy name for that one) and that 'learning' coloured my view without me noticing. The science of being a learner-type has since been debunked. But many don't know or want to know that because it does suit some personalities to ascribe people to 'type'. For instance, if you read through articles such as this, you would be hard-pressed to argue against their point of view. However, there is a catch. There is a testimonial page, so they are 'selling' something. And it's not even a sophisticated marketing approach. But a parent of a difficult child would go looking for answers in these kinds of places and take heart that maybe their teacher didn't understand their child's learning style, rather than the need for a multi-modal approach and a bit more of a relational conversation. 

"...No less than 71 different models of learning styles have been proposed over the years. Most have no doubt been created with students’ best interests in mind, and to create more suitable environments for learning. But psychological research has not found that people learn differently, at least not in the ways learning-styles proponents claim. Given the lack of scientific evidence, the authors argue that the currently widespread use of learning-style tests and teaching tools is a wasteful use of limited educational resources..." Association of psychological science

If there were truly 71 learning styles, we would be completely stuffed as educators. The whole sector would be futile.

However, this learning style concept is not to be confused with solid multi-modal teaching and learning. That is NOT about learning styles, its about capture. Learning styles has nothing to do with a child who missed out on being read to as a toddler, nor a child with a hearing deficiency that wasn't discovered until they were 9 years old. That is the gap that multi modal teaching covers. making sure what is on your google site is able to be accessed in written, aural, and visual form helps the learner who has missed a milestone, or has a disadvantage the kaiako may not necessarily know about, keep up. It isn't pandering, it is an ethically right thing to do.

Unfortunately we haven't been able to complete inquiry this year, as it has been just one of those things covid-19 has disrupted. In saying that, it will be my department goal to understand, express and explicitly apply practice architectures in the establishment of damned good literacy teaching in Visual Arts, starting Wednesday. T-shaped literacy will make a difference to how our learners cope and begin to succeed, before they thrive and it is a challenge we will be taking on starting very soon and hopefully with an inquiry style model, as Timperley, Kaser, et al (2014) makes very clear, is where the best professional development occurs.


Please bring on 2021...


References:

Learning Styles Debunked: There is No Evidence Supporting Auditory and Visual Learning, Psychologists Say. (n.d.). Retrieved November 16, 2020, from https://www.psychologicalscience.org/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html

Jesson, R., & Wilson, A. (2019). T-shaped literacy skills; An emerging research-practice hypothesis for literacy instruction. SET, 1, 15–22. https://doi.org/10.18296/set.0131

Edwards-Groves C., & Kemmis S.(2018) Education, Practice, and Practice Architectures. In: Understanding Education. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6433-3_4 pp 115-158

Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education; Seminar Series Paper 234, 1–27.