1. whcalhoun

    A Modern Literacy Experience

    by

    A Response to Lankshear & Knobel, New Literacies, Chapter 3


    I would like to tell a story about an experience I've had over the last three weeks at school. After reading Lankshear and Knobel's third chapter, I realize that this was a "new literacies" experience, and I'd like to relate it to what I've been reading.

    I'll start with the set-up. The State of Massachusetts had decided that all schools must create an assessment tool called a District Determined Measure, or DDM, for each course. The tool could be whatever the school wished to create, but it needed to measure each student's progress in some fashion. Progress was to be measured relatively for each student in the context of all students in a course. The State provided, typically, little guidance on how this was to be achieved. Most teachers in my school opted for a variety of pre- and post-tests. I spoke with my fellow physics teacher at length about how such a test could be scored in a manner that meaningfully and equitably measured individual progress. We quickly realized that an absolute scale would not suffice, and we threw some numbers around as examples of how we thought the scoring should work.

    Later I realized that the solution was to use a relatively simple scaling formula, like what you would use to scale exam results up. I opened my favorite go-to tool, Excel, and starting tinkering. It didn't take long for me to construct the scale, and soon I was building a test template. I mentioned it to my supervisor, and she thought it could be used school-wide. With that in mind, I cleaned the Excel workbook up, added some more functionality and instructions, and made it available to all teaching staff.

    Of course no one knew, for various reasons, how to use it or what it even meant.

    I volunteered to make myself available toward the end of the school year, after the seniors had left (and teaching loads had correspondingly diminished). I held a series of group workshops, and then helped teachers individually. It turned out to be quite an exercise in teaching the new literacies to my fellow teachers.

    As Lankshear and Knobel pointed out, a literacy can be new in the ontological sense of new technical practices and practices related to a new ethos (p.55). The technical practices involved going online, retrieving a file from the school's server, downloading that file to one's machine, and possibly emailing the file to a comrade. These practices were the most likely to have been mastered by the staff, though some older staff still struggled at this level. Then came the real fun - how to work with Excel.

    There is an entire literacy of Excel, and most of the teachers had not developed an Excel practice. I am something of an Excel guru, so I was able to teach the specific practices necessary to complete the DDM scoring, but it was time-consuming. Many of the teachers were familiar with Word, some of them gurus, but Word skills do not translate to Excel - it's a different literacy! The teachers who struggled thought they struggled because they were not comfortable with the math, but the point of the Excel workbook was to make the math happen automatically. I had to keep in mind, while tutoring, that this was a literacy problem.

    Some teachers wished to understand the underlying premise of the workbook, and this introduced another literacy - statistics. I kept it as simple as I could, and eventually crafted a response that easily conveyed the statistical underpinnings without actually broaching statistics itself.

    What was even more surprising for me was the teachers' response to the other ontological facet of a literacy - the ethos "stuff." In this case, to make the DDM scoring work, teachers had to collaborate with other teachers teaching the same course and establish testing and scoring standards and protocols. I had assumed that the teachers of English Language Arts, say, were in regular communication with each other. This turned out not to be the case. Outside of email and maybe Google Docs, the ethos of digital participation and collaboration in the pedagogical affinity space was poorly developed. Certainly the teachers were aware of and some well-practiced in the personal digital-social space. I was heartened to hear that everyone enthusiastically agreed that more digital participation and collaboration in the pedagogical instance would be a good idea going forward.

    I was glad to have been an enabler, and I was aware of seeing a lot through the lens of Lankshear and Knobel.

    As a way of keeping notes, I list below, without elaboration, some phrases and ideas that jumped out at me in this week's reading:
    • What counts as new? (p. 51)
    • The new ontology: technical "stuff" and ethos "stuff" (p. 55)
    • digital remix = "writing" (p. 67)
    • "performing" software (p. 70)
    • "folksonomy" and distributed expertise (pp. 75-76)
    • Jenkins (2010): Web 2.0 is a business model (p. 80)
    • proprietary, progressive, and participatory configurations (pp. 81-82)
  2. thejasondunbar

    Daily Create – Silence

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    Today’s Daily Create assignment offered only one word: silence. As a parent you appreciate the moments of silence as they don’t last long. As a parent of a newborn, however, the silence can torment you. Here is my attempt of a poetic response to the assignment. I dedicate this to my wife, who spent countless […]
  3. lishna68

    Present Tense – Critique 2

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    As I was racking my brain to write something about creative thinking and 'new' literacies, I stumbled across this video:Present Tense, a film created by three teenagers from Zanzibar, is a plea for help. In Zanzibar, students are first taught in the na...
  4. rmsalas72

    Video Assignment. Paying Homage To What You Care About

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    What Do You Care About? I chose to create a video for the assignment Paying Homage To What you Care About . The video shows the thoughts I care about most deeply: family, honesty, freedom, hope, achievements, living goal-orientated, and the wish to obtain all that for Venezuela, my native country. I think it was […]
  5. rmsalas72

    Lankshear and Knobel. Third Chapter. Pedagogical Considerations.

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    This week,s chapter provided a deeper and complex explanation about what “new” means in new literacies. The authors pointed out the social influence of the change of paradigm from individualization towards collectivity has in the organization in our life, thinking and actions. Lankshear and Knobel mentioned how distributed expertise and collective intelligence reconstitutes and reconfigures […]
  6. lishna68

    Roadtrip Nation Critique 1

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       PBS put together a website, Roadtrip Nation designed to help young adults in career decisions. The site offers videos of interviews with a wide variety of professionals. All of the clips employ similar elements, therefore my critique ...
  7. mraarona

    Week 3 Critique: 2 I Got 99 Problems… Palsy is Just One

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    For this week’s critique, I will be using three storytelling assessment traits by Jason Ohler. Originality, voice, creativity – The presenter addressed challenges faced by disabled individuals. Her stories were of personal and societal frustration with a mix of humor. Presentation and performance – The presentation was a little more informal than I usually select. […]
  8. kirklunsford

    Ed 2.0, Affinities, And Social Responsibility: A Response to Lankshear and Knobel Chapter 3

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    In chapter three of New Literacies: Everyday Practices and Social Learning Ed by Colin Lankshear and Michele Knobel the reader digs deep into the technologies and values that define ‘new literacies’ in detail. Lankshear & Knobel do not suggest that these ‘new literacies’ override convention but instead they transcend or build upon the social practices of previous eras (Lankshear & Knobel, 2011, p. 52). This is described on page fifty-three by use of a table to compare and contrast ‘modern’ and ‘postmodern’ variations between paradigms.

     
    Lankshear and Knobel "New Literacies" p. 53
    Illustrating the changes in paradigms in this manner makes it incredibly clear that when education reform is discussed, mainly, the argument for creativity and the arts, it should be relevant to some if not all of these dimensions in the ‘postmodern’ era. It is through my continued research and scholarship in the works of Ken Robinson, and his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, that I found many similar points which will be compared to synthesize and further emphasise the importance of creative arts in education.

    What really stuck out to me on the table was ‘multiple’ and ‘dispersed, modular.’ Lankshear and Knobel describe this as people operating under different identities or Discourses. These perspectives are shifting based on ‘life’ in the given moment. And the concept of a singular, linear life as one dwelling, or family, job, and social class or status is a thing of the past (Lankshear & Knobel, 2011, p. 53). Ken Robinson notes this when comparing people as products of the educational process under the industrial paradigm.

    “The principle of linearity works well for manufacturing, it doesn’t for people.” (Robinson, Ken Ph.D. 2015, Ch. 2)


    In many ways our lives have changed due to ‘new literacies’ and the postmodern era yet it seems educational practices and processes lags behind. Recognising the shift in paradigm makes it abundantly clear that if schools have not enabled their students to be engaged in the postmodern era then it’s time for a change.

    In addition to ‘paradigmatic,’ these new literacies in the ‘ontological’ sense have changed dramatically in the postmodern era with the growth of digital technologies and programming languages (Lankshear & Knobel, 2011, p. 55). These technologies have allowed many different types of people to have access to encoded texts and generate many possible meanings as never before seen. The sheer quantity and myriad of ways to communicate encoded meanings, such as Twitter, Facebook, Reddit, Youtube, LinkedIn, etc. has created many ways for people to create cultures and identities from the very broad to the very niche. Ultimately these technologies have created new ways which change social practices, such as a parent using Facebook to share their preschoolers drawing instead of hanging it on the fridge with magnets. (Lankshear & Knobel, 2011, p. 57, 58).

    What is also important to note about these technological and digital ways for encoding and generating meanings, is that until recently, many of these platforms have not been readily accessible to people because the technology was too complex to engage the average person, unless they were interested in coding. Many great examples of these are listed on page sixty-four that show how recent technologies have enabled access to users by way of interface and simplification. (Lankshear & Knobel, 2011, p. 64). This enabling, essentially is how we can separate web 1.0 to 2.0. I can relate to this from my own accounts, such as, in the 90’s using IRC and AOL to access the internet and chat rooms with a dial up modem versus what is commonly done today, simply unlock your phone look at your Twitter and Facebook feeds. I can remember in the 90’s there was a nerd stigma associated with using the computer and the internet because of the various technological know-how required to even access social networks on the internet. I can remember the surge in web based professions and HTML and scripting languages. Now mostly, no one needs to know how to code because the major software platforms that people choose to utilize in web 2.0 do the coding for them.

    It’s incredibly interesting that these ‘new literacies,’ which we are enabled to use in our everyday lives, has in many ways acted as a catalyst in education reform. Not only increasing the arguments for access to technology in schools, but also contributing to the argument for more access to arts disciplines as ways of being able to generate meaning in creative ways. One might call it ‘education 2.0’. At least that’s how I’m defining it by synthesis of “New Literacies” and “Creative Schools.” Where education 1.0 can be seen as the system designed and delivered in the industrial-modern era, ed 2.0 is taking shape now in response to societal demands placed upon schools to become more relevant in the postmodern technological age. Much like contemporary life that is complex and adapting, due to the age of technology and web 2.0, education must be. As Ken Robinson describes in “Creative Schools,” referring to the works of Dave Price’s “Open,”


    “The growing availability and sophistication of digital technology is transforming both the world in which students learn, and the means by which they do it. Virtually every day, there are new tools for learning and creative work in all sorts of disciplines, and new programs and platforms that can help to customize education for every learner.” (Robinson, Ken Ph.D. 2015, Ch. 3)


    In addition to what can be learnt or taught in school by being enabled with these new literacies, there is immense value in what can be created, learnt, and taught outside of school. Lankshear and Knobel describe Web 2.0 further by ‘affinities.’

    “These are affinities where their participation and collaboration enact relationships to/with others and their shared interests, and contribute collectively to building the affinity and a sense of membership in that affinity.” (Lankshear & Knobel, 2011, p. 80).


    Affinities are further described as various based on ‘ethos’ and 'configurations.' When the affinities and configurations take shape to form a community of interested and collaborative folks engaged in sharing information and learning, one can see great value and potential for student engagement beyond the confines of typical education (four walls and a ‘know-it-all’). In these affinity spaces students may engage other students with similar interests, or professionals who can impart their knowledge. What is learned is then shared with other students in a classroom or another affinity space, and so forth. Ultimately, creating and cultivating the conditions for education to thrive.
     
    As I begin to think more deeply about these kinds of 'new literacies,' and affinities, and the immense complexities involved with these social arrangements, I am starting to wonder, for young learners in particular, what is acceptable? With regard and concern for young learners, these affinity spaces and talking to strangers on the internet can potentially lead them to harm. Furthermore, how can young learners be guided to associate themselves to socially acceptable, ethical, and moral affinities? As our society faces, yet another tragedy due to racism and gun violence, in Charleston, SC, I am really starting to wonder. How did the young killer decide to align himself with affinities on the internet related to white supremacy? Was this part of his learned culture from his family? Was this something learnt on his own and on the internet? As I learn about ‘open’ and ‘free’ internet, I am beginning to see the need for more emphasis on ethics and morality. Although I do not think this is discussed in great detail in “New Literacies,” I believe there should be a chapter on 'new literacies' and social responsibility.


    Citations



    Aronica, Lou; Robinson, Ken Ph.D. Creative Schools the Grassroots Revolution That’s Transforming Education. 2015. Narr. Robinson, Ken Ph.D. Tantor Media. May 8, 2015. Accessed June 20, 2015. Digital File.
  9. thanh76

    Reading Response- Chapter 3

    by
    For this week’s reading of Lankshear & Knobel the chapter discusses how new literacies are constantly changing. As I finished the chapter I kept thinking about MOOCs and how they related to this chapter. What stood out to me at first was how the chapter discussed new literacy as ever changing and what was new one day became old the next.  However, what I found interesting was not the change in what information was being taught but how information distribution has changed. The access to education
  10. thanh76

    Reading Response- Chapter 3

    by
    For this week’s reading of Lankshear & Knobel the chapter discusses how new literacies are constantly changing. As I finished the chapter I kept thinking about MOOCs and how they related to this chapter. What stood out to me at first was how the chapter discussed new literacy as ever changing and what was new one day became old the next.  However, what I found interesting was not the change in what information was being taught but how information distribution has changed. The access to education
  11. leetran91

    Reading Response- Chapter 3

    by
    For this week’s reading of Lankshear & Knobel the chapter discusses how new literacies are constantly changing. As I finished the chapter I kept thinking about MOOCs and how they related to this chapter. What stood out to me at first was how the chapter discussed new literacy as ever changing and what was new one day became old the next. However, what I found interesting was not the change in what information was being taught but how information distribution has changed. The access to education
  12. fourthworldchronicle

    INTE 5340 DS106 AB: Audio

    by
    Assignment for #cuDenver15 #DS106 AB Audio assignment. Emotions through sound https://soundcloud.com/user197602325/emotions-through-sound-062515cudenver http://assignments.ds106.us/types/audioassignments “Try to convey a certain emotion, such as fear, stress, sadness, etc. by combing sound effects. They can be human sounds, such as crying with laughter in the background, to maybe express … Continue reading
  13. rmsalas72

    Week 3. Digital Stories Critique

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    This week I decided to share two beautiful and inspiring stories. These ones bring hope to our lives because the message is powerful and touching. The stories are connected with my focal theme since both focus on positive identity and how we have the inner strength to make the best of our lives though self-confidence, […]
  14. kirklunsford

    Let’s get fired up! CNN Ron Clark Academy Global Citizen

    by





    The Ron Clark Academy - CNN Global Citizen and Global Leader
    CNN's piece on how RCA teaches its students how to be global citizens and global leaders.
    Uploaded on May 3, 2011

    Assessment criteria: As part of authoring critiques of digital storytelling in INTE 5340 three criterions are selected from Jason Ohler’s assessment traits.

    Research (Score 1-10: 10 Points)

    Presentation of facts necessary to support the story. The audience’s questions are answered in the facts presented.

    Comments:
    As I was watching this video I had doubts. Doubts about the ‘real’ success of a school that actually shows kids having fun AND performing well on tests. As these doubts or questions entered my head the story presented factual information to help me buy in to what is being presented. The factual information also answered my questions about tuition, who goes to this school, and how much do the kids actually enjoy it. Very brief yet informative - excellent.

    Story Flow (Score 1-10: 10 Points)

    Information was presented concisely and in organized fashion. No detours or tangents.

    Comments:
    The story began with the CNN journalist and narrator sliding down the slide into the school. This definitely grabbed my attention and helped me enter the mindset of ‘this is a fun school’ as well. The rest of the story unfolded from describing the brief history of Ron Clark Academy and how and change in mindset and pedagogy created the school. From there the audience can see the school from both student and teacher perspectives and then finally rounding it out with happy and engaged students performing at the top.

    Engagement (Score 1-10: 10 Points)

    The content in the story kept the audience involved as the story unfolded.

    Comments:
    This story was very inspiring to me. I was overjoyed to see the kids so happy and participating in an educational environment that engaged them. Naturally, I wanted to see this from a teacher’s perspective as well so just as I was getting ready to look for another video about teacher’s perspective the story showed how Ron Clark Academy trains their teachers. It was very interesting to hear “his real mission is teaching teachers.” This made me think about what teachers should be doing or learning and kept me engaged through the remainder of the story as it was shown from a teacher’s perspective and then finally back to the students.

    Total Score 30/30

    Other characteristics this assessment fails to capture:

    This assessment fails to mention the requirements or other potential bureaucracy issues that are part of the considerations for launching and attending a radically different school. How did the academy craft education to meet both state and federal government requirements? I would like to see the sort of ‘how did they do it?’ and behind the scenes story as well.

    How could this digital story be improved?

    Someone really needs to find the original recording and increase the resolution and upload it!
  15. emilysmayy

    Learning to Critique: Assessment of Digital Storytelling Series – Part 6

    by

    After last week’s experimentation with audio as a medium for digital storytelling, I wanted to explore it a bit further through one of my social learning practices of critiquing. After quite a bit of searching, I finally found something that I could relate to my focal theme of emotional expression through creativity:   Emotional Expression 1 By Ross Black The… Read more →

    The post Learning to Critique: Assessment of Digital Storytelling Series – Part 6 appeared first on Emily S. May.

  16. whcalhoun

    Rocket Eye!

    by
    A rocket's eye view - little and then tiny people!This is a bit of a cheat, but I couldn't resist the coincidence. The coincidence? This Daily Create was posted on the same day that my physics classes first got a chance to launch their rockets outdoo...
  17. lishna68

    An Opening Line – TDC 1

    by
    Pick an opening line June 24, 2015 Choose one of these 20 great opening line types and write you own great opening line.Foreboding     His tracks, staggered and bloody, lured them into the woods with the promise of...

UMW Spring 2024 (Bond & Groom)

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