Todays public school students are tech savvy. They blog, instant message friends and strangers, share music, post movies, and advertise themselves on Myspace. In fact 96 percent of students having internet access engage in social networking technologies (see the National School Boards Association report at http://www.nsba.org/site/docs/41400/41340.pdf). The Report also found that 50 percent of students having online access at home discuss education topics online, including their homework and selecting a college . Yet district administrators (roughly 71 percent) believe that social networking has little educational value for schools. Administrators further doubt that social networking technologies can have a postive impact on reading, writing, and critical thinking skills. It appears that students have more online time at home than in school. Who is preparing students to deal with the content and skills needed to effectively use online environments.
Consider the fact that our young people's tech abilites can be raw. They are digital natives. Students have research skills enabling them to readily find infomation on the internet. But to what extent do they reflect on data, statements, "facts", and visuals? Public schools may not be offering appropriate opportunites for students to become literate in Twenty-first multiliteracy skills. For example, it seems 25 seventh-grade "high level" readers accepted as fact an attempt to "save" the endangered Pacific Northwest Tree Octopus. Can an octopus live in a tree? Absolutely! Read about the plight of the P.NW.T.O. at www.zapatopi.net/treeoctopus.
It seems public schools have much work ahead to infuse the curriculum with multiliteracy skills, especially critical evaluation, innovation, and creativity.
Some programs are researching the new literacies and their use in schools and others are developing multiliteracy programs.
1. New Literacies Research Lab - University of Connecticut
http://www.newliteracies.uconn.edu/ .....researching a model for use in teaching multiliteracy
2. Partnership for 21st Century Skills - Monroe P.S., Conn.
http://www.21stcenturyskills.org/ ...an advocacy group helping schools include multiliteracy skills into the curriculum
3. A teacher institute on the new literacies - Scarsdale P.S., N.Y.
http://www.scarsdaleschools.k12.ny.us/ .....new literacies training for teachers in one school district
Refer to the article "The New Literacies" at this location:(http://www.districtadministration.com/viewarticle.aspx?articleid=1292&pf=1) for more information about students, schools, multiliteracy, and the projects noted above.
Monday, October 22, 2007
Thursday, October 4, 2007
Do you feel Selber’s 2004 Multiliteracy analysis is still relevant today?
Selber’s framework continues to have validity today. Educators should assist students in using and understanding digital literacy tools. Witness the number of laptops carried through airports. Cell phones, Blackberrys, Sidekicks, and GPS units are standard communication tools accessible to people on a daily basis. Public schools collaborate in networked ventures such as the Global Virtual Classroom (http://www.virtualclassroom.org/), ThinkQuest (http://www.thinkquest.org/), and other collaborative opportunities (see http://www.globalschoolnet.org/index.html for more links). Long distance e-learning thrives throughout the world linking teachers and students. In 2003, the United States alone had 1.9 million students participating in e-learning environments (http://en.wikipedia.org/wiki/Online_learning).
Perhaps the second of Selber’s literacies, critical literacy, is the core of digital literacy. Knowing how to ask questions about what technology serves us is essential. Some students may be tempted to accept cart blanche what they view on the network. I recall one of my deaf middle school student's wish to get his hands on a Sidekick. One afternoon, as he browsed the internet, he came across the statement, “Free Sidekick 2”. He waved to get everyone’s attention and signed, “Look! A free Sidekick 2. I want it.” Of course, the young man did not read the fine print indicating a service contract with monthly payments was required. I spent the next 20 minutes trying to show him that the Sidekick 2 was not really “free”. How many times do people simply accept digital information as accurate, without thinking about the source, its intent, and what it wants you to do or believe? Selber’s notion of critical literacy applies even more today as the global network expands. He “makes the case that students should be asking why and how technology institutions such as websites, campus computer labs, software packages, etc. have been set up to persuade, control, direct and use them.” (see Shawn Miller’s review of Selber’s book at http://currents.cwrl.utexas.edu/fall05/miller.html. Refer to point 5 in the review.) Surly in educational settings where critical analysis is important, educators must address students’ critical literacy skills.
The social, political, and economic ramifications of technological multiliteracies are profound. Digital technologies can be accessed with little or no cost, instantaneously, and from a multitude of locations. This access to information where people can freely communicate and publish seems to be democratic. Yet, some would argue that digital technologies lead to a more totalitarian society. In the real world, not all individuals have equal access to the digital, global world. Others passively absorb digital content rather than interacting with the media. (http://data.commonground.com.au/program/TS06-program-post-conf.pdf) Therefore, Selber’s views on the social, political, and economic impact of digital media apply today, more than ever.
Perhaps the second of Selber’s literacies, critical literacy, is the core of digital literacy. Knowing how to ask questions about what technology serves us is essential. Some students may be tempted to accept cart blanche what they view on the network. I recall one of my deaf middle school student's wish to get his hands on a Sidekick. One afternoon, as he browsed the internet, he came across the statement, “Free Sidekick 2”. He waved to get everyone’s attention and signed, “Look! A free Sidekick 2. I want it.” Of course, the young man did not read the fine print indicating a service contract with monthly payments was required. I spent the next 20 minutes trying to show him that the Sidekick 2 was not really “free”. How many times do people simply accept digital information as accurate, without thinking about the source, its intent, and what it wants you to do or believe? Selber’s notion of critical literacy applies even more today as the global network expands. He “makes the case that students should be asking why and how technology institutions such as websites, campus computer labs, software packages, etc. have been set up to persuade, control, direct and use them.” (see Shawn Miller’s review of Selber’s book at http://currents.cwrl.utexas.edu/fall05/miller.html. Refer to point 5 in the review.) Surly in educational settings where critical analysis is important, educators must address students’ critical literacy skills.
The social, political, and economic ramifications of technological multiliteracies are profound. Digital technologies can be accessed with little or no cost, instantaneously, and from a multitude of locations. This access to information where people can freely communicate and publish seems to be democratic. Yet, some would argue that digital technologies lead to a more totalitarian society. In the real world, not all individuals have equal access to the digital, global world. Others passively absorb digital content rather than interacting with the media. (http://data.commonground.com.au/program/TS06-program-post-conf.pdf) Therefore, Selber’s views on the social, political, and economic impact of digital media apply today, more than ever.
Selber and Multiliteracies
Selber makes compelling arguments for English Departments to enter the multiliteracy debate. In fact, Selber implores English Departments to co-opt the debate, making technology a central part in teaching reading and writing. Therefore, according to Selber, every English Department should have at least one expert in computer literacy. In his book, Multiliteracies for a Digital Age, Selber offers a framework to guide educators in designing programs to produce multiliterate students. His framework consists of three literacies, functional, critical, and rhetorical. In summary, Selber suggests that students should use computer tools effectively, question and critique the advantages and disadvantages of technological tools and information presented on the web, and produce a variety of unique hypertextual products.
Wednesday, October 3, 2007
Rhetorical Literacy
Literacy…the communication paradigm leads to collaboration and reflective learning. Yet, a baseline of literacy skills is required for satisfaction with the learning activity, increased collaboration, and a higher quality of group responses.
Consider moderating a group of learners having a wide range of abilities. Does the group have the literacies required to achieve the group’s objective? Can a group having people with divergent skills, some being developmental, accomplish the group’s task? The short answer is yes. We can differentiate instruction and assist each individual in bringing all she/he is capable of to the task. People can learn from each other. Yet literacies in a group can be too diverse, causing strain on the learning process.
Some settings require or assume baseline literacy knowledge in areas of communication. For example, English 222 assumes students have grammatical literacy permitting ideas to be communicated clearly in writing and conversation, in either F2F or online environments. A person not having the baseline literacy skills can develop them through experience, but may not acquire the skills needed in time to fully participate and succeed in English 222.
What I’m trying to show is that baseline literacy must be assumed in some educational environments. Simply having a communication paradigm model that allows collaboration and learning to flourish does not assure this will occur. One must evaluate the population the content is offered to, and judge how that population can benefit from the communication paradigm model. A baseline of literacy skills is required for satisfaction with the learning activity, increased collaboration, and a higher quality of group responses.
Consider moderating a group of learners having a wide range of abilities. Does the group have the literacies required to achieve the group’s objective? Can a group having people with divergent skills, some being developmental, accomplish the group’s task? The short answer is yes. We can differentiate instruction and assist each individual in bringing all she/he is capable of to the task. People can learn from each other. Yet literacies in a group can be too diverse, causing strain on the learning process.
Some settings require or assume baseline literacy knowledge in areas of communication. For example, English 222 assumes students have grammatical literacy permitting ideas to be communicated clearly in writing and conversation, in either F2F or online environments. A person not having the baseline literacy skills can develop them through experience, but may not acquire the skills needed in time to fully participate and succeed in English 222.
What I’m trying to show is that baseline literacy must be assumed in some educational environments. Simply having a communication paradigm model that allows collaboration and learning to flourish does not assure this will occur. One must evaluate the population the content is offered to, and judge how that population can benefit from the communication paradigm model. A baseline of literacy skills is required for satisfaction with the learning activity, increased collaboration, and a higher quality of group responses.
The Good Ship Network
Picture yourself on the cruise ship Network ready to depart for the 90 day around the world cruise. Thirty countries in 3 months. Wow, you are stoked! You booked an inside stateroom, not having the cash to upgrade. How will you mange in that web 1 like world, stuck looking at 4 walls, no patio deck to relax on and dream away an hour or two. Not even a porthole to view the occasional gull. Two weeks prior to embarkation, the good ship Network calls offering an upgrade. Seems deck 2 is open and they are offering a shared private pool, major privacy, a huge room, space to chill and dream, and a butler. A butler who will bring you anything from tiramisu, the finest wine, and your favorite land itineraries all arranged. All of this for a $300.00 upgrade!
This upgrade is available now on the network, not the ship Network, but the Web 2.0. I’m not certain Web 2 will upgrade your accommodations to include a pool, but you will be swimming in data as your personal butler serves all the information you can absorb.
Read the blurb below from USA Today. It is from Vance’s Functional literacy pages in Event Cycle 5 via Brazil from Bee Barbara Dieu Lycee Pasteur, http://www.usatoday.com/tech/webguide/internetlife/2004-10-01-cover-web_x.htm.
Next big thing: the Web as Your Servant…Kevin Maney Posted 10/1/2004 2:53 AM Updated 10/1/2004 7:27 AM
“This coming wave doesn't even have a name yet. Some in tech call it the world network. A big part of the promise is that it will turn the Web around: Instead of having to find information or entertainment, it will find you — and be exactly what you want or need at that moment. The network becomes a butler.”
The Web 2 functioning as your personal butler is an intriging image. RSS feeds streaming in. Bogs served up on a silver platter. Your social calendar arranged on del.icio.us. Pod casting, skyping, and tapping in are just an easy reach away. For distraction there is wiki Wednesday but before you know it, you are moodling the week away. The network fueled by Web 2 is a great butler. All you need are the multiliteracies the butler demands, and reflective thought to ponder and digest all that the butler brings. And yes indeed, he brings a full plate.
This upgrade is available now on the network, not the ship Network, but the Web 2.0. I’m not certain Web 2 will upgrade your accommodations to include a pool, but you will be swimming in data as your personal butler serves all the information you can absorb.
Read the blurb below from USA Today. It is from Vance’s Functional literacy pages in Event Cycle 5 via Brazil from Bee Barbara Dieu Lycee Pasteur, http://www.usatoday.com/tech/webguide/internetlife/2004-10-01-cover-web_x.htm.
Next big thing: the Web as Your Servant…Kevin Maney Posted 10/1/2004 2:53 AM Updated 10/1/2004 7:27 AM
“This coming wave doesn't even have a name yet. Some in tech call it the world network. A big part of the promise is that it will turn the Web around: Instead of having to find information or entertainment, it will find you — and be exactly what you want or need at that moment. The network becomes a butler.”
The Web 2 functioning as your personal butler is an intriging image. RSS feeds streaming in. Bogs served up on a silver platter. Your social calendar arranged on del.icio.us. Pod casting, skyping, and tapping in are just an easy reach away. For distraction there is wiki Wednesday but before you know it, you are moodling the week away. The network fueled by Web 2 is a great butler. All you need are the multiliteracies the butler demands, and reflective thought to ponder and digest all that the butler brings. And yes indeed, he brings a full plate.
Collaborate Your Interactive Multiliteracies Effectively
A traditional definition of literacy highlights reading and writing skills as THE skills of literacy. This definition has been expanded to include several literacies: reading, writing, science, and mathematics. There are literacies involving emotional intelligence, life transition skills, the creative arts, performing arts, and the list can go on and on.
Recently a term, multimedia literacies crept into our litracy vocabulary. These literacies refer to skill in using a variety of media to communicate information. The media includes text, audio, visual, graphics, and animation.
And now we have the phrase multiliteracies for collaborative learning environments as a identifyer of literacy. This phrase stresses the interactivity of communicating with others using a variety of different media. It also implies using themost efficient and effective media for sharing information and interacting with others contributing to a project, task, or effort.
Recently a term, multimedia literacies crept into our litracy vocabulary. These literacies refer to skill in using a variety of media to communicate information. The media includes text, audio, visual, graphics, and animation.
And now we have the phrase multiliteracies for collaborative learning environments as a identifyer of literacy. This phrase stresses the interactivity of communicating with others using a variety of different media. It also implies using themost efficient and effective media for sharing information and interacting with others contributing to a project, task, or effort.
Net Savy? in 2.0
What does it mean to be net savy in a 2.0 environment?
a. knowing current media options and how to use them
b. how information is communicated and created
c. where's all the infomation coming from
d. confirming the reliability of data
e. blogging, vlogging, and podcasting
f. reading in the university library, at least ocassionally
If you selected all of the above, you are on the net savy path for 2.0.
Read this http://www.educause.edu/ir/library/pdf/ELI3008.pdf for more info. as recommended in PP107, facilitator V. Stevens.
a. knowing current media options and how to use them
b. how information is communicated and created
c. where's all the infomation coming from
d. confirming the reliability of data
e. blogging, vlogging, and podcasting
f. reading in the university library, at least ocassionally
If you selected all of the above, you are on the net savy path for 2.0.
Read this http://www.educause.edu/ir/library/pdf/ELI3008.pdf for more info. as recommended in PP107, facilitator V. Stevens.
What a Tool!
What a Tool!
RSS...feeds...aggregator!!! When I first encountered these concepts a few days ago, I was stressed out trying to meet work deadlines, church responsibilities, and completing readings and assignments. A quick read about RSS made little sense. Then on a recent camp out in Greenbrair State Park, with the wind blowing gently against the blue sky, I dared to venture into the RSS forest again.
Wikipedia and BBC News articles on RSS summarized and introduced the intent of RSS...to track useful websites, blog entries, podcasts, and news in an automated format. Sign up for a reading software tool, also called an aggregator, and you can automatically track updated content to your favorite internet favorites. One aggregator tool is bloglines.com, a freebie for all t use.
I registered at bloglines, and in a mater of 30 minutes, I subscribed to 16 different feeds representing 16 different web sites or pages.. the feeds sends updated content to the 16 sites I identified. Now I will be up to date on research and information related to deaf education and culture, world news, and grammar and vocabulary sites. If I find the sites useful, I will continue subscribing to their feeds, but I can also delete a site/feed if it proves less useful than I originally thought.
RSS does much work for you making it an essential tool for collaborative learning environments.
RSS...feeds...aggregator!!! When I first encountered these concepts a few days ago, I was stressed out trying to meet work deadlines, church responsibilities, and completing readings and assignments. A quick read about RSS made little sense. Then on a recent camp out in Greenbrair State Park, with the wind blowing gently against the blue sky, I dared to venture into the RSS forest again.
Wikipedia and BBC News articles on RSS summarized and introduced the intent of RSS...to track useful websites, blog entries, podcasts, and news in an automated format. Sign up for a reading software tool, also called an aggregator, and you can automatically track updated content to your favorite internet favorites. One aggregator tool is bloglines.com, a freebie for all t use.
I registered at bloglines, and in a mater of 30 minutes, I subscribed to 16 different feeds representing 16 different web sites or pages.. the feeds sends updated content to the 16 sites I identified. Now I will be up to date on research and information related to deaf education and culture, world news, and grammar and vocabulary sites. If I find the sites useful, I will continue subscribing to their feeds, but I can also delete a site/feed if it proves less useful than I originally thought.
RSS does much work for you making it an essential tool for collaborative learning environments.
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