You have developed a new digital literacy program that you believe needs to be used across the school. How will you communicate this program to your staff?
Using the communication process as outlined by Alanis Business Academy (2012) I would engage in communicating the message, allow the receiver to provide feedback, and then review the program based on the feedback. I would monitor the audience for body language indicating disinterest or lack of understanding.
Delivery: I would use various modes of delivery in order to cater to learning styles, for variety, and in an attempt to reduce barriers of communication (Alanis Business Academy, 2012; Rai & Rai, 2009).
I would work from an autonomous/adaptive approach where colleagues are empowered to design and change the digital literacy program for best practice and use. Reinvention occurs to suit teaching and learning needs. Changes must occur to differentiate the curriculum in order to cater to learner needs, within the requirements of the syllabus (Lewis, 2011, p. 46).
I believe in being positive, so I would take a gain approach to selling the digital literacy program. Look at what we can help our students achieve (Lewis, 2011, pp. 147-148). Highlighting efficacy: we are capable of successful implementation of programs to develop digital literacy.
As a collaborator (or owl), I believe in “more heads are better than one”, or the resource approach where stakeholder input is encouraged. Colleagues always develop and refine ideas better than I could on my own, so I would provide opportunities for colleagues to discuss, suggest and provide opinion and advice. After all, more participative approaches to change implementation produce more positive benefits (Lewis, 2011, p. 151).
Employing the above approaches I would:
1. Scour the Australian Curriculum for references to the development of digital literacy, in particular the ICT, literacy and Critical and Creative Thinking Capabilities (Australian Curriculum, assessment and reporting Authority, 2013). Also scour English K-10 (Board of Studies New South Wales, n. d). Use these to develop a clear outline of a digital literacy program, including goals, focuses. I feel a starting point is required, and it is easier for one person to do this.
2. Liaise with Principal (and school executive), ICT committee and literacy committee about the program. In small group meetings look at the program, discuss needs, focuses and allow for feedback from committee members.
3. Further develop and rework the program based on feedback and suggestions received during step 2.
4. Repeat steps 2 & 3.
5. Implement the program with a volunteer class.
6. Evaluate success of program collaboratively with class teacher. Make adjustments/changes as a result.
7. Present to staff ensuring minimisation of barriers to communication (Rai & Rai, 2009). Presentation includes program, how to adjust it for use with different students. Use visuals, photos, footage and provide information sheets too. Show (with teacher whose class was involved) what was achieved with a class and how the program was modified during and after the session.
8. Clearly show/demonstrate how it is tied to curriculum/syllabus documents and how to implement/follow program. Outline the positives.
9. Ask for other volunteer classes to work with collaboratively to implement program.
10.Provide opportunities for colleagues to discuss, suggest, question and provide feedback – concerns, fears, any support required. Respond positively.
11.This is only the beginning. Ongoing development based on implementation and feedback of the program is required. Implementation includes working and modelling with whole staff, small groups, individually and collaboratively (Duke, as cited in Baildon & Baildon, 2008 p. 638).
12.Opportunities must be provided for evaluation, feedback and discussion of the program and its implementation. This will allow for improvements to be made and for the ball to keep rolling. We all know that if something is introduced at one staff meeting it very quickly dies a death!
13.A participative approach will more likely result in acceptance and implementation of the program (Lewis, 2011).
Alanis Business Academy. (2012). How the communication process works. Retrieved on August 30, 2013 from https://www.youtube.com/watch?v=q6u0AVn-NUM
Australian Curriculum, assessment and reporting Authority [ACARA]. (2013). Retrieved on September 12, 2013 from General Capabilities in the Australian Curriculum
Baildon, R., & Baildon, M. (2008). Guiding Independence: Developing a Research Tool to Support Student Decision Making in Selecting Online Information Sources. Reading Teacher, 61(8), 636-647. doi:10.1598/RT.61.8.5 Retrieved from Charles Sturt University Library.
Board of Studies New South Wales. (n. d). English K-10. In NSW syllabuses for the Australian curriculum. Retrieved on September 1, 2013 from http://syllabus.bos.nsw.edu.au/english/english-k10/
Lewis, L. K. (2011). Communication approaches and strategies. Organizational change creating change through strategic communication (pp. 144-176). Retrieved from Charles Sturt University
Rai, U., & Rai, S. M. (2009). Barriers to communication. Effective communication (Rev. ed., pp. 57-67). Retrieved from Charles Sturt University Library.