I found it very, very interesting that the boy Colin said that it was difficult to tell things apart in in b & w film; that b & w made it visually difficult to understand. I almost can’t wrap my head around that…does this mean that colour is a visual cue in terms of comprehension? I guess if you think of a red stop sign; there’s a whole lot going on. Even pre or emergent readers know that the shape and colour combined mean “stop”—even without the text written on the sign. Hmm…well, we know that red light means “stop” too. So, would a grey (b & w) stop sign lose its meaning? And does that mean that the advent of colour television and technicolour film mean a change in the comprehension patterns of humans? Have our brains become re-wired in some way? So, is this a different form of literacy? A colour literacy? The way in which we derive meaning of a “text” through colour? After all, we do make colour connections: green with envy, feeling blue, tickled pink…
I also found the fluency discussion around the games quite interesting as well. Many of the kids said that they would use the instruction manual/guidebook if they ran into problems (small or large depending on the kid). I’m not sure if I can actually explain my thinking but what struck me was the fact that they were quickly aware of any accessibility limitations in their ability to play the game. Therefore, they knew to go to this other source to aid in their comprehension—which is great. However, it started me thinking about those unskilled readers, who, when reading have no manual to turn to help in their accessing the text; if you are still struggling with decoding then, that’s where you’re stuck; there’s no guidebook or manual for you.
Towards the end of her article Mackey mentioned that “online reading is much less likely than print reading…to offer the compensation of swift absorption (pg. 94). Oh-my-gosh. This article was case in point for me (by the by: the article was in electronic format and read on my laptop). It took me two attempts to get through it and even then I found my comprehension of what I was reading was severely limited; I had to read and re-read. I don’t know if it was because I wasn’t able to physically engage with the text as I normally would by underlining, jotting down notes or questions in the margins, but I found this a far more difficult exercise—especially as the text itself wasn’t overly dense—than it should have been.
(Oh! And I like the new film classification: “educational rather than interesting” (p. 86); wouldn’t that bring ‘em into the box office…?)
Re: Literacies across media: Playing the text
by Margaret Mackey