Rachael Sullivan presents on critiquing the traditional understanding of "text" and the privileging of print culture in higher education. She argues that digital natives demonstrate literacies that challenge print culture norms. While generational differences and a narrow definition of "texts" promote print favoritism, digital texts are interactive and open-ended. The materiality of print creates expectations that don't always transfer to digital media. Educators should embrace diverse literacies and not assume one approach.
This document provides an overview of the transition from Society 1.0 to Society 3.0, with a focus on changes in human capital development. Society 1.0 was agricultural/family-based, Society 2.0 was industrial/job-based, and Society 3.0 is characterized by accelerating change, globalization, and an innovation society fueled by "knowmads" or mobile knowledge workers. Education 3.0 is also discussed, which is shaped by Society 3.0 and involves learning that is contextual, socially constructed, and takes place everywhere.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
From "A Crusade Against Ignorance to a Crisis of Authenticity": Cultivating ...andrewbattista
- The document discusses how information literacy instruction should help students become engaged citizens who cultivate networks of information to pursue fairness, equality, and human rights.
- It argues that information literacy metrics do not adequately address challenges in today's "swirling vortex of information" and that instruction should teach students to curate social media platforms.
- The author believes social media can facilitate discovery, encourage evaluation of diverse evidence, and allow students to publicly engage in discussions important to democracy.
Notes on the Importance of Guidelines for Citation of Comic Art in the Digita...Dr Ernesto Priego
Presented on Friday 18 November 2011 at Materiality and Virtuality: A Conference on Comics, Comics Forum 2011, Leeds Art Gallery, UK.
http://comicsforum.org/comics-forum-2011/
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
This document provides an overview of theories and interpretations of interactive media and the World Wide Web. It discusses how the Web has evolved from a communications channel into a living environment characterized by networks of relations. Various network theories from different disciplines are relevant to understanding the Web and contemporary culture. While the basic architecture of the Web is simple, it allows for dynamic and interactive content through technologies like AJAX. The Web both facilitates global flows of information and social/cultural changes in networked societies.
This document discusses theories of computer-mediated communication and interactive media. It begins by explaining how communication has become a key characteristic of information technology beyond just organizing data. Some of the early forms of electronic communication discussed include message boards in timesharing computers and the creation of email. The document also summarizes theories about how new forms of communication can impact social and cultural changes. It provides examples of successful early forms of computer-mediated communication like email and bulletin board systems. Finally, it discusses concepts like decentralization of media and the potential for online communities through shared interests.
This document provides an overview of the transition from Society 1.0 to Society 3.0, with a focus on changes in human capital development. Society 1.0 was agricultural/family-based, Society 2.0 was industrial/job-based, and Society 3.0 is characterized by accelerating change, globalization, and an innovation society fueled by "knowmads" or mobile knowledge workers. Education 3.0 is also discussed, which is shaped by Society 3.0 and involves learning that is contextual, socially constructed, and takes place everywhere.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
From "A Crusade Against Ignorance to a Crisis of Authenticity": Cultivating ...andrewbattista
- The document discusses how information literacy instruction should help students become engaged citizens who cultivate networks of information to pursue fairness, equality, and human rights.
- It argues that information literacy metrics do not adequately address challenges in today's "swirling vortex of information" and that instruction should teach students to curate social media platforms.
- The author believes social media can facilitate discovery, encourage evaluation of diverse evidence, and allow students to publicly engage in discussions important to democracy.
Notes on the Importance of Guidelines for Citation of Comic Art in the Digita...Dr Ernesto Priego
Presented on Friday 18 November 2011 at Materiality and Virtuality: A Conference on Comics, Comics Forum 2011, Leeds Art Gallery, UK.
http://comicsforum.org/comics-forum-2011/
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Brian J King Literature Review Presentation Cte601Brian King
The document is a literature review on the implications of Web 2.0 technologies for higher education. It discusses how Web 2.0 allows for more interactive and participatory experiences compared to the older Web 1.0 model. The review examines how technologies like social bookmarking, wikis, blogs, microblogging and virtual worlds can enhance learning by making it more collaborative, flexible and learner-centered. It argues that these tools are well-suited for engaging "Digital Native" students and can help transform education from a broadcast model to an interactive experience.
This document provides an overview of theories and interpretations of interactive media and the World Wide Web. It discusses how the Web has evolved from a communications channel into a living environment characterized by networks of relations. Various network theories from different disciplines are relevant to understanding the Web and contemporary culture. While the basic architecture of the Web is simple, it allows for dynamic and interactive content through technologies like AJAX. The Web both facilitates global flows of information and social/cultural changes in networked societies.
This document discusses theories of computer-mediated communication and interactive media. It begins by explaining how communication has become a key characteristic of information technology beyond just organizing data. Some of the early forms of electronic communication discussed include message boards in timesharing computers and the creation of email. The document also summarizes theories about how new forms of communication can impact social and cultural changes. It provides examples of successful early forms of computer-mediated communication like email and bulletin board systems. Finally, it discusses concepts like decentralization of media and the potential for online communities through shared interests.
This document summarizes theories about conceptualizing media change and the evolution of new media. It discusses Roger Fidler's theory of "mediamorphosis" which argues that new media emerge through the transformation and adaptation of old media. The document also outlines principles of mediamorphosis, theories of remediation and how new media languages are derived from old media. It discusses the concept of computer spaces and virtual realities, and debates about whether media evolution should be seen as progression or degeneration. Finally, it briefly introduces the field of ludology and game studies.
Future of writing, by Microsoft Researcheverlasting V
The Future of Writing was a design project commisioned by Microsoft Research Cambridge and the Microsoft Office team from the Royal College of Art in London. In this project five teams of design alumni from the college took a speculative approach to looking at the way in which authorship may change in the future. The result was five very diverse directions, described using video, text, images and interactive prototypes. This document describes the ideas, research and output of this project in detail.
Source: http://research.microsoft.com/apps/pubs/?id=156620
[Please view full-screen so you can read the notes. Thank you!] Explains how User Experience is made up of intertwingled practices, and how Participation and Reification result in Identity for Designers. I'm hoping to give us a self-aware language for conversations about design, authority and identity.
This document discusses the evolution of terms used to describe digital scholarship in the humanities, from "new media" to "digital humanities." It explores debates around how digital tools are changing scholarly practices and the nature of texts. While some argue digital methods only update traditional humanities work, others see a more significant cultural shift through new forms of interactivity, reference, and authorship enabled by digital technologies. The document also references debates around establishing game studies as a discipline and defining appropriate methodologies for analyzing digital games.
This document discusses the author's research into how indigenous groups in Brazil and Colombia have appropriated new media technologies like the internet. It describes how some Brazilian indigenous groups conceive of computers and the internet as "digital bows and arrows," while an indigenous organization in Colombia called ACIN represents the internet through the imagery of weaving. The author's research began by accidentally encountering materials in Spanish and Portuguese while conducting online searches, and led them to learn Portuguese in order to better understand indigenous appropriations of technology across linguistic boundaries. Digital tools have allowed for translingual research methods that move beyond hierarchies of language.
1) Dr. Alec Couros presented on academic collaboration and learning in a networked age, discussing how Web 2.0 tools can transform research, teaching, and service if academics build serious online presences.
2) The document discusses openness in education, arguing knowledge should be free and distributed through communities of practice, and that education benefits from open source experiences.
3) Couros shares lessons learned from open teaching practices like open access courses and shared resources that immerse students in greater learning communities focused on connections over content.
Older People’s Appropriation Of Computers And The Internetbobbadave
The document discusses the concept of appropriation as it relates to technology use by older adults. It defines appropriation as the process by which users resolve mismatches between a technology's intended design and actual use over time through creativity, social factors and adapting the technology to their own needs and purposes. The document also presents several case studies that illustrate different levels of appropriation among older adults, from rejection to deep engagement, and factors that can support or inhibit the appropriation process.
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
Transmedia literacy conference - Barcelona 10th December 2013USAC Program
Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship.
The research Program in Digital Culture (IN3 — Universitat Oberta de Catalunya) is organizing a one-day international seminar on Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship in Barcelona on December 10th.
We invite researchers, scholars, PhD candidates, experts and practitioners to submit papers, case studies, and transmedia projects for presentation at the seminar.
Possible topics include but are not limited to:
Cultural Production, Crossmedia and New Authorship
Narrative Models and Processes of Transmedia Storytelling
Theories of Fiction/Representation
Reception Theory in Gender and Media Studies
Digital Rhetoric and Information Aesthetics in Transmedia Storytelling
Participatory Cultures and Fan Cultures
Transmedia and Education
Crowdfunding/crowdsourcing Productions
Political Economy of Transmedia
Screenwriting and Semiotics of New Media
Interdisciplinary contributions are especially welcome.
Dr. Marlene Asselin gave a presentation on new literacies at the Manitoba School Library Association Annual Conference. She discussed key differences between print-based and new literacies, major theories around new literacies, and educational issues arising from new perspectives on literacy. She emphasized how new literacies involve expanded opportunities for multi-modal content production and knowledge sharing through social practices and participation.
Looking at one school's journey to articulate the technology and information curriculum with a complete focus on student learning outcomes. Encouraging participants to define purpose of technology integration in terms of literacy.
“New spaces, activities and challenges: village kids in the library”bridgingworlds2008
This document discusses several topics related to libraries and technology:
1. It discusses the challenges of cataloging Scratch projects given their interactive nature and the wide audience they attract.
2. It raises questions about how to ensure access for all to online content given disabilities and imperfect accessibility standards. Who will create the necessary metadata?
3. It describes the challenges faced by students and teachers in rural Cambodia who have laptops but struggle with lack of resources in their local language and irrelevance of most online content.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Thinking Outside the Lines with #newliteracies (Santa Rosa Summit with EdTEch...Amy Burvall
How can we model and help our students develop skills in the new literacies of the digital world? In this workshop we explored the so-called "new" or "emerging" literacies - things like the nuances of hashtags and how to use them for creative production, video blogging as an effective alternative to the written essay, microcontent, and visual thinking and media.
***please note that the VIDEOS will not play in this version
See some of the vlogging videos in this community: https://plus.google.com/u/0/communities/115585487553081978789
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
This document provides an overview of new technologies and their impact on learning in the 21st century. It discusses how digital media represents a new medium that combines technical inventions and cultural expression. It also outlines predictions for advances in digital technologies like video playback speeds, camera resolution and mobile device capabilities. Several key concepts are defined around the nature of technology, including Brian Arthur's view that technology fulfills human purposes and that a collection of technologies is also a technology. Examples are given of educational technologies like the credit hour system. The potential of new media to support more engaged and collaborative learning is explored.
This document provides an overview of interaction design beyond human-computer interaction. It discusses novel forms of interactive products that are embedded with computational power, such as refrigerators that provide recipes based on stored food. It also discusses augmented reality technologies that combine virtual and physical worlds. Examples of direct manipulation virtual environments and interactive virtual worlds are provided. The document discusses how representations can be dynalinked so that changes in one are reflected in another. It provides examples of aesthetically pleasing interactive products and virtual characters. Overall, the document gives a broad introduction to emerging areas of interaction design beyond traditional human-computer interaction, using examples of novel interactive products and technologies.
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
This document summarizes theories about conceptualizing media change and the evolution of new media. It discusses Roger Fidler's theory of "mediamorphosis" which argues that new media emerge through the transformation and adaptation of old media. The document also outlines principles of mediamorphosis, theories of remediation and how new media languages are derived from old media. It discusses the concept of computer spaces and virtual realities, and debates about whether media evolution should be seen as progression or degeneration. Finally, it briefly introduces the field of ludology and game studies.
Future of writing, by Microsoft Researcheverlasting V
The Future of Writing was a design project commisioned by Microsoft Research Cambridge and the Microsoft Office team from the Royal College of Art in London. In this project five teams of design alumni from the college took a speculative approach to looking at the way in which authorship may change in the future. The result was five very diverse directions, described using video, text, images and interactive prototypes. This document describes the ideas, research and output of this project in detail.
Source: http://research.microsoft.com/apps/pubs/?id=156620
[Please view full-screen so you can read the notes. Thank you!] Explains how User Experience is made up of intertwingled practices, and how Participation and Reification result in Identity for Designers. I'm hoping to give us a self-aware language for conversations about design, authority and identity.
This document discusses the evolution of terms used to describe digital scholarship in the humanities, from "new media" to "digital humanities." It explores debates around how digital tools are changing scholarly practices and the nature of texts. While some argue digital methods only update traditional humanities work, others see a more significant cultural shift through new forms of interactivity, reference, and authorship enabled by digital technologies. The document also references debates around establishing game studies as a discipline and defining appropriate methodologies for analyzing digital games.
This document discusses the author's research into how indigenous groups in Brazil and Colombia have appropriated new media technologies like the internet. It describes how some Brazilian indigenous groups conceive of computers and the internet as "digital bows and arrows," while an indigenous organization in Colombia called ACIN represents the internet through the imagery of weaving. The author's research began by accidentally encountering materials in Spanish and Portuguese while conducting online searches, and led them to learn Portuguese in order to better understand indigenous appropriations of technology across linguistic boundaries. Digital tools have allowed for translingual research methods that move beyond hierarchies of language.
1) Dr. Alec Couros presented on academic collaboration and learning in a networked age, discussing how Web 2.0 tools can transform research, teaching, and service if academics build serious online presences.
2) The document discusses openness in education, arguing knowledge should be free and distributed through communities of practice, and that education benefits from open source experiences.
3) Couros shares lessons learned from open teaching practices like open access courses and shared resources that immerse students in greater learning communities focused on connections over content.
Older People’s Appropriation Of Computers And The Internetbobbadave
The document discusses the concept of appropriation as it relates to technology use by older adults. It defines appropriation as the process by which users resolve mismatches between a technology's intended design and actual use over time through creativity, social factors and adapting the technology to their own needs and purposes. The document also presents several case studies that illustrate different levels of appropriation among older adults, from rejection to deep engagement, and factors that can support or inhibit the appropriation process.
This document summarizes a presentation about open scholarship and connected learning. It discusses how knowledge is acquired and shared, from human thought to various coding languages. It also examines shifts towards more open and collaborative models of learning, including the rise of open content online and network literacies. Key barriers like power and control are addressed. The importance of collaboration, critical thinking, and questioning established ideas are emphasized in developing 21st century learning networks.
Transmedia literacy conference - Barcelona 10th December 2013USAC Program
Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship.
The research Program in Digital Culture (IN3 — Universitat Oberta de Catalunya) is organizing a one-day international seminar on Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship in Barcelona on December 10th.
We invite researchers, scholars, PhD candidates, experts and practitioners to submit papers, case studies, and transmedia projects for presentation at the seminar.
Possible topics include but are not limited to:
Cultural Production, Crossmedia and New Authorship
Narrative Models and Processes of Transmedia Storytelling
Theories of Fiction/Representation
Reception Theory in Gender and Media Studies
Digital Rhetoric and Information Aesthetics in Transmedia Storytelling
Participatory Cultures and Fan Cultures
Transmedia and Education
Crowdfunding/crowdsourcing Productions
Political Economy of Transmedia
Screenwriting and Semiotics of New Media
Interdisciplinary contributions are especially welcome.
Dr. Marlene Asselin gave a presentation on new literacies at the Manitoba School Library Association Annual Conference. She discussed key differences between print-based and new literacies, major theories around new literacies, and educational issues arising from new perspectives on literacy. She emphasized how new literacies involve expanded opportunities for multi-modal content production and knowledge sharing through social practices and participation.
Looking at one school's journey to articulate the technology and information curriculum with a complete focus on student learning outcomes. Encouraging participants to define purpose of technology integration in terms of literacy.
“New spaces, activities and challenges: village kids in the library”bridgingworlds2008
This document discusses several topics related to libraries and technology:
1. It discusses the challenges of cataloging Scratch projects given their interactive nature and the wide audience they attract.
2. It raises questions about how to ensure access for all to online content given disabilities and imperfect accessibility standards. Who will create the necessary metadata?
3. It describes the challenges faced by students and teachers in rural Cambodia who have laptops but struggle with lack of resources in their local language and irrelevance of most online content.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Thinking Outside the Lines with #newliteracies (Santa Rosa Summit with EdTEch...Amy Burvall
How can we model and help our students develop skills in the new literacies of the digital world? In this workshop we explored the so-called "new" or "emerging" literacies - things like the nuances of hashtags and how to use them for creative production, video blogging as an effective alternative to the written essay, microcontent, and visual thinking and media.
***please note that the VIDEOS will not play in this version
See some of the vlogging videos in this community: https://plus.google.com/u/0/communities/115585487553081978789
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
This document provides an overview of new technologies and their impact on learning in the 21st century. It discusses how digital media represents a new medium that combines technical inventions and cultural expression. It also outlines predictions for advances in digital technologies like video playback speeds, camera resolution and mobile device capabilities. Several key concepts are defined around the nature of technology, including Brian Arthur's view that technology fulfills human purposes and that a collection of technologies is also a technology. Examples are given of educational technologies like the credit hour system. The potential of new media to support more engaged and collaborative learning is explored.
This document provides an overview of interaction design beyond human-computer interaction. It discusses novel forms of interactive products that are embedded with computational power, such as refrigerators that provide recipes based on stored food. It also discusses augmented reality technologies that combine virtual and physical worlds. Examples of direct manipulation virtual environments and interactive virtual worlds are provided. The document discusses how representations can be dynalinked so that changes in one are reflected in another. It provides examples of aesthetically pleasing interactive products and virtual characters. Overall, the document gives a broad introduction to emerging areas of interaction design beyond traditional human-computer interaction, using examples of novel interactive products and technologies.
Sociomedia: The Transformative Power of TechnologyRichard Smyth
a model for using educational technology in light of new emerging literacies. this goes along with the podcast available here: http://www.anabiosispress.org/temp/sociomedia.mp3
Connfronting the challenges of a participatory cultureArlene Baratang
The document discusses the concept of participatory culture and how it relates to education and literacy in the 21st century. It defines participatory culture as involving relatively low barriers to artistic expression and civic engagement, support for creating and sharing creations with others, and informal mentorship. It also discusses various forms of participatory culture like affiliations, expressions, collaborative problem-solving and circulations. It outlines implications like opportunities for peer learning and changed attitudes toward intellectual property. It examines how participatory culture shifts the focus of literacy and outlines new literacies involved in participation.
1) The document discusses how social networks and Web 2.0 tools can positively transform research, teaching, and service for academics if they build serious academic lives online.
2) It explores concepts like knowledge, the human thought process, coding languages, and how media and society have shifted with increased access to digital tools and networks.
3) Examples are provided of how networks can increase the power of audiences, support learning, and enable teaching/learning online through meaningful collaboration and sharing of information.
This document discusses the concept of digital scholarship and provides context around its emergence. It includes quotes from several scholars and researchers about the potential of digital tools and networks to enhance collective intelligence and enable new forms of scholarly inquiry and knowledge production. Examples are given of early digital tools like blogs, wikis and forums that were invented by amateur developers, suggesting established theory may lag practical innovation in amplifying group intelligence.
Help with Writing Essay Questions: Types and Examples. How to guide (Answering an Essay Question L1 English). PPT - Essay Question PowerPoint Presentation, free download - ID:5809464. Examples Of Essay Questions And Answers. Examples Of Argumentative Essays 5Th Grade / Sample 5 Paragraph Essay ....
Why Schools Should Be Like a Family RestaurantAlec Couros
Schools should embrace social connectors and technology to become more like a family restaurant. This means understanding students' interests and tastes, being visible leaders, continuously assessing what is being "served", and allowing individuality and social learning. Privacy may no longer be possible, so schools need transparency and to allow for forgivability as students develop identities online. The focus should be on relationships, catering to unique needs, having fun, and crowdsourcing mentors rather than relying only on a prescribed curriculum. In the end, schools need to realize students have choices and work to maintain positive reputations.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
Computers and Writing explores how digital technologies impact writing and literacy. The field examines how writing changes when digitized and online. It questions traditional views and suggests new ways of writing and teaching writing using technologies. Computers and Writing scholars study what happens to writing and literacy in digital environments. The field is interdisciplinary and around 25 years old, bringing new perspectives on composing with multimedia and online tools.
Similar a The Book Stops Here Apr09 With Outline Notes (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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The Book Stops Here Apr09 With Outline Notes
1. Rachael Sullivan, the University of Texas at Dallas
Expanding Literacy Studies at The Ohio State University
April 4, 2009
Introduction: My presentation this afternoon examines and critiques a traditional understanding of the term “text” in order t o get at a broader problem in higher education. The problem I want to point out is “print favoritism”—or the privileging of print culture and the materials and values that are bound up with it.
2. “digital culture” vs. “print culture”
College undergraduates demonstrate literacies that seem to compete with or challenge traditional literacies of print culture.
Henry Jenkins explains that young people can be productive with what might seem like distracting entertainment and tech toys.
The issue isn’t really technology. It’s about the way teachers approach the technology in the classroom—whether or not they can approach it with an open mind.
3. the basic issues:
generational differences &
restricted textuality
Two obstacles to overcoming some of the resistant attitudes associated with using new media in the classroom
4. spork!
1. Generational Differences can cause tension and make print logic look less attractive than youth culture.
“hybrid” culture: a composite of two very different generations, just as a spork is a composite of spoon and fork
“digital natives” vs. “digital immigrants” – problems with this birthplace metaphor
Clay Shirky: “One of the problems that old people like me suffer from is that we know too many solutions for problems that no longer exist. It’s not so much that young people are smart and old people are scared. It’s that young people don’t have to unlearn all the stuff that old people do have to unlearn if we want to understand this world. And unlearning is just about the least fun activity in the world.” (<http://www.cjr.org/overload/inter view_ with_cla y_shirk y_par. php?pa ge=all>)
5. Alexa, 7 years old.
Allen, 70 years old.
They’re rookies – new
It’s not about the technology. It’s about how we approach the technology.
cannot assume that digital natives have some innate technical ability
This Microsoft ad campaign for “The Rookies” actually demonstrates the generation gap as common ground – neither the kid nor the adult knows how to create panoramic photos.
The difference is, again, what Clay Shirky calls the process of “unlearning” that digital natives don’t have to go through. Part of this unlearning process is getting over the biases associated with print logic.
to the art of photo
stitching. …It’s easy at
http://www.microsoft.com/windows/rookies/
any age.
6. 2. The second way it seems print logic is privileged in higher education is by a narrow definition of “texts.”
A move from closed, printed texts to open, digital texts causes a fundamental shift in what it means to be literate
Henry Jenkins suggests that print and digital literacy live in the same house: he writes, “(see quote on slide).”
<http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF>
need fresh approaches to teaching textual analysis in the Humanities – approaches that honor the print tradition but refashion print logic in new ways.
“New media literacies include the
traditional literacy that evolved
with print culture as well as the
newer forms of literacy within
mass and digital media.”
—Henry Jenkins,
“Confronting the Challenges of
Participatory Culture: Media Education
for the 21st Century” (2006)
7. textbook
“textbook” - most students think of this when
they hear the word “text”
“Take out your text and turn to page…”
8. text/book:
the book that contains a text;
the text within a book
Is the text is different from the book in some way
Don’t “read” the book—we read the words in the book. Similarly, we wouldn’t say we are reading a computer screen or we are reading a cell phone; we are reading the words on a screen or the phone. But the materiality of the book (Derrida calls it “the supports,” Nichols calls it the “substrate”), the ink and paper, is not neutral. It is defined by all sorts of expectations associated with books.
print logic
10. Infinite riches in a little room.
—Christopher Marlowe
Edited by *…+ a corps of
eminent writers.
Knowledge is contained to a physical space, as the Christopher Marlowe epigraph hints at: ”Infinite riches in a little room.”
You want what this book has: knowledge filtered through “eminent writers.” You want in that room.
Nothing is wrong with print media in and of themselves. Problem begins when standards associated with the book become the standards we use to understand digital texts.
Can engage students through teaching an array of digital texts, whether it be creating a text, adding to a text, or analyzing a text.
If a book contains the text…
11. …then digital technologies let the text go outside the materiality of the book
Lev Manovich writes, “Today, as media is being ‘liberated’ from traditional physical storage media—paper, film, stone, glass, magnetic tape—elements of the printed word interface *…+ that previously were hardwired to content become ‘liberated’ as well” (_The Language of New Media_ 73).
“User-generated content” - publication is out of the hands of Britannica's “eminent writers” and it in the hands of students
13. The book stops when the substrate changes from paper to a circuit board that
stores information virtually
when the book stops, print logic should no longer be default.
Manovich: “comparing new media to print, photography, or television will never
tell us the whole story” and “to understand the logic of new media we need to
turn to computer science. It is there that we may expect to find the new terms
*…+ which characterize programmable media” (65).
14. “The very concept of a text underpins
almost all discussion of cultural forms including
film, photography, and television. But in
cybernetic systems, the concept of „text‟ itself
undergoes slippage. Although a textual
element can still be isolated, computer-based
systems are primarily interactive rather than
one-way, open-ended rather than fixed.”
—Bill Nichols, “The Work of Culture in the
Age of Cybernetic Systems”
Two key features of digital textualities. Once they have slipped away from
their material forms, they can be interactive and open-ended.
16. 2. Interactive texts. The print version of Faulkner’s _The Sound and the Fury_
A difficult book: scattered narrative structure, some passages in stream of consciousness style. Plot is interwoven and nonlinear.
19. http://www.usask.ca/english/faulkner/
Also a color-coded option
The creators of the hypertext say: “The possibilities for visually displaying a text's information and structures in a hypert ext format are rich and productive, and the first goal of this edition was to exploit those possibilities to display the novel's first, chronologically most difficult, section”
Valid questions:
How does a hypertext change the literary work?
What does it mean to “read” and “write” in this context?
Does the virtual/material binary hold?
Where is the text on the screen?
20. 2. An open-ended text
How does the digital information add to or take away from our experience of the book?
Books have hyperlinks (index, end notes) and multimedia (pictures, charts)
What is the primary difference between Wikipedia and a book?
http://en.wikipedia.org/wiki/Propaganda
21. The open-endedness Nichols pointed out
Wikipedia is never complete.
Over 135,000 edits per day as of January 2009.
Clearly, this is not a book, but when instructors write “DO NOT USE WIKIPEDIA OR SPARKNOTES” on syllabi and assignment sheets, they reveal the print logic they are using to judge Wikipedia as a worthless learning and teaching tool.
http://en.wikipedia.org/w/index.php?title=Propaganda&action=edit
23. The language of print—its shared practices, its values, its histories, its memory—remains in the minds of many as a trace or echo of what is familiar.
“Trace” is a word most would associate with Derrida and deconstruction, but for my purposes, it is a sort of nostalgia for an age-old culture that is being remediated and refashioned by digital culture. At best, it is nostalgia. At worst, it is a powerful ideology that can pose a threat to
the effectiveness of education. Clay Shirky points out that he “had to unlearn a million things, not because younger generations know more, but because they stopped being true.” This unlearning process is akin to a shift in literacies—from print literacy to digital literacy and
multimodal literacy.
Attachment to familiar language and literacy is intense and understandable. About a shift in literacies, Walter Ong writes “we need to die to continue living” (15). The letting go of print logic can be painful and feel like a death, but it is not a death. What it means to read and write
digital texts today (i.e. digital literacy) has fundamentally and permanently altered the traditional, and oftentimes privileged literacy associated with print-based textuality. Print literacy will never be the same because of digital literacy, but at the same time, digital literacy will never
displace traditional print literacy.
25. open-ended
In digital media, ends can be beginnings.
For Manovich—and I would agree with him—the printed word is a “cultural
tradition, a distinct way of recording human memory and human experience”
(72). The fluidity and open-endedness of digital texts brings with it a new
culture of multimodal creativity, participation, collaboration, and
transparency. Many characteristics of print logic are challenged by the array of
values and practices associated with digital culture. I mentioned earlier that
like any other genre, digital genres offer new freedoms and constraints. The
challenge is to avoid focusing too much on one or the other.
26. network with me!
email: rachael.sullivan@student.utdallas.edu
web: www.interfolio.com/portfolio/RachaelSullivan/
rachaelsullivan on
rachael_sullivan on
Rachael Bradshaw Sullivan on
27. image credits:
slide 1: Jano de Cesare via Flickr Creative Commons
slide 2: Mr. Tea via Flickr Creative Commons
slide 3: ptr via Flickr Creative Commons
slide 4: betsymartian via Flickr Creative Commons
slide 10: “Title Page of the Americanized Encyclopedia
Britannica,” via Wikimedia Commons
slide 11: “Resuscitation” by Patty Keller, used with the
artist‟s permission
slide 12: Flickr Creative Commons
slide 13: Derren Hestor via Flickr Creative Commons
slide 15: Compound Eye via Flickr Creative Commons
slide 16: _FXR via Flickr Creative Commons
slide 22: Caro's Lines via Flickr Creative Commons
slide 23: B Tal via Flickr Creative Commons