D)+Resource+4

**Resource 4**
 * [[image:Picture_1.png height="99" align="left" caption="Christianity - Hot Cross Bun"]] ||  || [[image:Picture_6.png height="99" align="right" caption="Islam - Sheer Khurma"]] ||
 * [[image:Picture_9.png height="99" caption="Hinduism - Date Roll"]] || [[image:Picture_2.png height="99" align="left" caption="Judaism - Matzoh"]] || [[image:Picture_10.png height="99" align="right" caption="Buddhism - Vegetarian Stir Fry"]] ||

**Brief Explanation of Resource** Each of these five YouTube clips describes a simple recipe from each of the five major world religions. However, the cooking show format is very easy to follow and so students are expected to understand it with minimal assistance.

I have tried to choose video clips that consist of clear dialogue and well-defined visuals. I feel this is important to students’ understanding of these resources.

These video clips also happen to be multimodal texts in themselves. All using a similar format, these video clips incorporate a combination of film, still image, text, speech and gestures.

**Relevance of the resource to the HSIE outcome** The HSIE outcome explored in this unit of work (CUS2.4) sees students gather information about local community celebrations. Better Health Channel (2010) describes foods as “an important part of religious observance and spiritual ritual for many faiths” (para.1). Therefore, it is of great importance that students spend ample time exploring this important aspect of all five major world religions.

Food is certainly an important part of every culture. It is universal and something all students will be able to relate to. It is also very different between cultures. Another point students will undoubtedly be able to relate to. These resources do not go into great depth about processes and rituals involved in food. Rather, they explore one particular food that is commonly consumed within a religious celebration and describe the process of making that dish. It is hoped that these resources will help students gain an understanding of the important role of food in religious practice, looking specifically at one dish (Better Health Channel, 2010, para .2). Ultimately it is hoped these resources will further deepen studen ts’ knowledge about that religious celebration, building a good foundation of knowledge for the final multimodal task.

**Aspect of literacy to be explored** Healy (2004) describes multiliteracies as evolving “in response to the collaborative enterprise between digital technology, global communication and social change” (p.20). YouTube, the origin of these resources, is certainly as example of this change. As a result of the multi-faceted nature of these resources they will benefit students’ literacy education in two ways.

Firstly, the explicit aspect that will be addressed through the use of these resources will be procedures. Students will be asked to produce a recipe from the information gained from their ‘cooking show’ YouTube video. This will require students to engage with all the conventions of a procedure - “a set of instructions and record steps taken to achieve a goal” (Droga and Humphrey, 2008, p.9). This includes a materials/ingredients list, sequential commands, helpful diagrams where necessary etc. This will see students engage with a number of the NSW Stage 2 Writing Outcomes, especially relating to producing texts that reflect “the grammatical features of the various text types used” (WS2.14).

The second, more implicit exploration of literacy in these resources is that of the multi-modal text, where “the integration of visual and linguistic information create a set of coded systems unlike those in texts where print and visual information are physically separated” (Healy, 2004, p.23). Healy (2004) outlines a four-step process for using multi-modal texts: experiencing, conceptualising, analysing and applying (pp.21-22). Students will be required to go through each of these steps if they are to effectively interpret and appropriate their multi-modal text into a successful procedure. These resources provide fantastic practice for dealing with multi-modal texts, similar to that which students will be producing themselves at the end of this unit of work.

These YouTube video clips combine an explicit text type with multi-modal texts, requiring great depth of thinking and hopefully better quality texts that have drawn upon a number of information sources from the one resource.