introducing “digital-critical literacies” (or “new literacies”)

  • Published on
    12-Jan-2016

  • View
    43

  • Download
    0

DESCRIPTION

introducing digital-critical literacies (or new literacies). matthew clarke faculty of education university of hong kong. Session 1: overview. Needs analysis Experiencing and creating new literacies texts Introducing the Digital-critical literacies wiki Exploring literacy - PowerPoint PPT Presentation

Transcript

  • introducing digital-critical literacies (or new literacies)matthew clarkefaculty of educationuniversity of hong kong

  • Session 1: overviewNeeds analysisExperiencing and creating new literacies textsIntroducing the Digital-critical literacies wikiExploring literacyExploring new literacies

  • Logistics: Accessing materialsM.Ed. Students:

    http://vista.elearning.unsw.edu.au/webct/entryPage.dowebct

    Professional Development Students:

    http://education.arts.unsw.edu.au/files/clarke

  • The context

  • A new literacy textLook at this example of a childs photostory

    What did you learn about her and her life from the text?What semiotic resources does she use to communicate this information to you?How does language interact with other modes of meaning-making in this text?

  • Create your own photostoryFollow the instructions at:

    http://dig-crit-lit.wikispaces.com/Experiencing+digital+literacies

  • Reflection

    How might an activity like creating a photostory text support learning in the language classroom?

    What challenges and opportunities does an activity like this present?

  • Our wikihttp://dig-crit-lit.wikispaces.com

    Please join as soon as possible!

    And participate by creating and editing pages, uploading and sharing files, and taking part in discussions

  • My summer holidays"My smmr hols wr CWOT. B4, we usd 2 go 2 NY 2C my bro, his GF & thr 3 :-@ kds FTF. ILNY, its gr8. Bt my Ps wr so {:-/ BC o 9/11 tht they dcdd 2 stay in SCO & spnd 2wks up N. Up N, WUCIWUG -- 0. I ws vvv brd in MON. 0 bt baas & ^^^^^. AAR8, my Ps wr :-) -- they sd ICBW, & tht they wr ha-p 4 the pc&qt...IDTS!! I wntd 2 go hm ASAP, 2C my M8s again. 2day, I cam bk 2 skool. I feel v O:-) BC I hv dn all my hm wrk. Now its BAU ..."

  • In standard English"My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York, it's a great place. But my parents were so worried because of the terrorism attack on September 11 that they decided we would stay in Scotland and spend two weeks up north. Up north, what you see is what you get - nothing. I was extremely bored in the middle of nowhere. Nothing but sheep and mountains. At any rate, my parents were happy. They said that it could be worse, and that they were happy with the peace and quiet. I don't think so! I wanted to go home as soon as possible, to see my mates again. Today I came back to school. I feel very saintly because I have done all my homework. Now it's business as usual..."

  • DiscussionWhat issues does this (possibly apocryphal) incident raise?

    How can we categorize these various issues?

  • Mark Pegrums 5 lenses

  • Exploring Literacy

    How would you define literacy?

  • Claims in the name of literacyLiteracy has been linked in academic and popular debates with:Logical, analytical thoughtGeneral and abstract languageThe ability to distinguish myth from historyThe capacity for democracy and social justiceSocial trends towards urbanization, healthier lifestyles, increased longevity, lower crime rates, lower birth ratesHarvey Graff (1979, 1995) refers to these assumptions as The literacy mythThese assumptions have underpinned tendencies of politicians to attribute social evils to poor literacy and to view the promotion of literacy as a social panacea

  • The literate person, or subject, through the decadesThe 1950s moral subject

    The 1960s technical subject

    The 1970s deficit vs disadvantaged subject

    The 1980s economic subject

    The 1990s citizen subject

  • Metaphors for literacyThe deficit modelThe medical modelThe skills modelThe back to basics modelThe personal empowerment modelThe social empowerment modelThe functional model

  • Defining literacyLiteracy is a socially contested term. We can choose to use this word in any of several different ways. Each such choice incorporates a tacit or overt ideological theory about the distribution of social goods and has important social and moral consequences.

    Literacy has no effects indeed, no meaning apart from the particular contexts in which it is used, and it has different effects in different contexts.Gee, J.P. 1996, p. 22 & 59

  • Defining literacy

    Socially recognized ways of generating, communicating and negotiating meaningful content through the medium of encoded texts within contexts of participation in Discourses (or as members of Discourses).Lankshear & Knobel, 2006, p. 64

  • Exploring LiteracyWhat kinds of literacy activities or literacy practices do you engage in?For each literacy practice you identify, what is the purpose and the context for the practice?What tools, medium or technologies do you use?

    Literacy practicesPurpose and social contextTools, medium, technologyreading the news current eventspleasure, ferry, home, alonewritten language, photospaper, internet-computer and mobile phone

  • Exploring Literacy

    How have your literacy practices changed over the past 5-10 years?

  • Exploring LiteracyLiteracy is a social practice, involving particular purposes, audiences and contexts (it is not simply a deconstextualized technical and neutral skill)Literacy practices involve Discourses, i.e. socially recognised ways of using language, thinking and acting in the world (Gee,1996)Multiple contexts, practices & discourses entail Literacies rather than LiteracyToday literacy educators refer to Multiliteracies (Cope & Kalantzis, 2000) or New Literacies (Lankshear & Knobel, 2003, 3006) to reflect this complexity and diversity

  • Change as the new constantThe world continues to change in technological, social and economic ways... The literate person must be able to combine and recombine existing and new literacy knowledge, skills, and purposes for new purposes and new contexts using new technologies. Anstey & Bull, 2006

  • New literaciesWhat are new literacies?

    Digital and mobile technologies, the internet, and mass media have dramatically changed the nature of texts and of reading and writing in the 21stcentury

  • Digital media & new literaciesDigital media and convergenceComputing, other information technologies, and media communication networks are increasingly interlinkedThe internet, computer games, digital video, mobile phones, PDAs provide New ways of mediating and representing the world New forms of communication and expressionNot information, not technology, but media that mediate our lives and our world in terms ofKnowledge Social relationships IdentitiesBuckingham, 2007

  • New literaciesInvolve multimodal texts: words, images, sound, movement, spaceValue sharing, collaboration, connectivity and creativityReflect widespread distribution and consumption of popular culture (e.g. movies, music, characters etc) via media convergenceRequire multiple literacies, not literacy, including critical literacies

  • Other new literacies platformswikisblogsemailIMvideogamesmoviemakersocial networksinternet resourcesonline shopping

    TV programmesmoviescomicscartoonsvideosadvertisementsonline storiesetc

  • Old wine in new bottlesWeb 1.0 versus Web 2.0Contrast the following pairs of sites:Britannica online and Wikipediahttp://www.britannica.com/http://en.wikipedia.org/wiki/Main_PageKodak Gallery and Flickrhttp://www.kodakgallery.com/Welcome.jsphttp://www.flickr.com/

    How would you characterize some of the differences between the first and the second of each pair?

    What do you think Lankshear and Knobel mean by old wine in new bottles in relation to the internet and technology

  • The New in New Literaciesafter Lankshear and Knobel, 2006:38 and 60

    Mindset 1Mindset 2PublishingCentralized expertiseIndividual intelligenceIndividual authorshipOwnershipValue from scarcity Stability and fixityParticipationDistributed expertiseCollective intelligenceCollaborationSharingValue from dispersionInnovation, creative rule-breaking

  • Other key conceptsAffinity spacesSpecially designed spaces (physical & virtual) constructed to resource people who are tied togetherby a shared interest or endeavour. (Gee, 2004, p. 9)

    Identities - Ways of being, and being recognized as, a particular sort of personE.g. real & virtual identities, avatars

    Memes - Contagious patterns of cultural information that are passed from mind to mind by means of selection, infection and replication.(Lankshear&Knobel, 2006, p. 212-213)

  • Memes

    http://www.metafilter.com/36801/A-Ribbeting-Storyhttp://lostfrog.org/

    http://www.sesameworkshop.org/sesamestreet/?scrollerId=berthttp://funkatron.com/bert/bert.htmhttp://news.bbc.co.uk/2/low/south_asia/1594600.stmhttp://www.snopes2.com/rumors/bert.htm

  • A metaphor for new literacies practices: the rhizome?

    The rhizome, as embedded in the perplexity of the situation, goes in diverse directions instead of a single path, multiplying its own lines and establishing the plurality of unpredictable connections in the open-ended smooth space of its growth. In short, it lives. (Semetsky, 2006, p. 73)http://courses.washington.edu/hypertxt/cgi-bin/12.228.185.206/html/maps/quackgrass.jpgIn what ways can you see the metaphor of the rhizome reflected in new literacy practices?

  • So what?How would you respond to the following (typical) comments:Technology involves dumbing down.The internet only teaches kids about sex and violence.Video-games are antisocial and addictive.Mobile phones & mp3 players should be left at home.If we get our students to blog it wont help them to pass the exams.

  • Critical and creative engagementOutside school, young people engage with digital media not as technologies but as cultural forms Inside school, students need opportunities to be producers as well as consumers of media texts, so as toCreate and communicate messagesFor self-expressionTo influence othersTo interact with othersEngage in critical analysis of digital media & other texts in terms ofThe visual and verbal languages they employThe representations of the world they make availableThe positions, or roles, they invite readers to adoptBuckingham, 2007; Lankshear & Knobel, 2006

  • Homework For tomorrow

    Read at least one of the chapters on critical literacy (and if you havent already done so, read one of the chapters on digital literacies)

    Find, and bring to class, an article or an advertisement (from a newspaper, magazine, website etc.) that you think might be suitable for critical literacy work with your students

  • ReferencesAnstey, M. & Bull, G. (2006). Teaching and learning multiliteracies. Newark, DE: International Reading Association.Buckingham, D. (2007). Beyond technology: Children's learning in the age of digital culture. Cambridge: Polity Press.Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.Gee, J.P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routldege. Lankshear, C. &Knobel, M. (2006). New literacies: Everyday practices and classroom learning 2nd Ed. New York: McGraw Hill.Lessig, L. (2005). Free culture: The nature and future of creativity. New York: Penguin.Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Perth: University of Western Australia Press.Semetsky, I. (2006). Deleuze, education and becoming. New York: Sense Publishers.

    Read the story together, sit closely in a comfortable environment, children laugh/giggle/ call out/mime the fox getting knocked over, they point, they chat about the story with the adult is it good for teaching prepositions of location/movement? Places on a farm?Sequencing of events using past tenses?The pictures tell the story?Are the pictures there to support meaning of the words?Are they there to decorate or entertain and appeal?What is involved in reading this book- only reading the words? What messages are being sent by the book? About foxes, about hens, about male and females? About good and bad, right and wrong? (Fantastic Mr Fox)********