Katy L on 2009-07-01
Digital literacy should be embraced by all teachers. Finally, Visual Arts has been recognised as an important subject. Thank you to Jason Ohler and Sir Ken Robinson.
This link has been bookmarked by 37 people . It was first bookmarked on 28 Feb 2009, by Christy Tucker.
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22 Sep 09
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Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together
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Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
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Being able to understand and blend the best of the old, recent, and emerging literacies will become a hallmark of the truly literate person.
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One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
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09 Sep 09
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08 Sep 09
alaskaclass alaska"Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
ed670 literacy ohler digitalstorytelling medialiteracy media education multimedia 21stcenturyskills
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08 Aug 09
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Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
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30 Jul 09
Carla ArenaMarch 2009 | Volume 66 | Number 6
Literacy 2.0 Pages 8-13
Orchestrating the Media Collage
Jason Ohler
Being able to read and write multiple forms of media and integrate them into a meaningful whole is the new hallmark of literacy.
It is no coincidence that the words letter and literacy look alike. When the concept of a literate person arose centuries ago, it referred to those few who were considered educated, precisely because they "knew the letters."1 To this day, the prevailing definition of a literate person is still someone who has the ability to read, write, and understand words.
Yet the word literacy rarely appears by itself anymore. Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
At the epicenter of the evolving nature of literacy is digital literacy, the term du jour used to describe the skills, expectations, and perspectives involved in living in a technological society. How has digital literacy evolved in the 25 years since digital tools began appearing in classrooms? And how can we make it more responsive to our present needs?
Writing What You Read
Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
For centuries, this has meant being able to consume and produce words through reading and writing and, to a lesser extent, listening and speaking. But the world of digital expression has changed all of this in three respects:
* New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and movingliteracy digitalliteracy medialiteracy digitalstorytelling media education storytelling 21stcenturyskills
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29 Jul 09
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13 Jul 09
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Digital literacy demands that we treat art as the next R, just as important as the traditional 3 Rs. This is one of the most pivotal shifts in literacy that the digital age has inspired, and we should not deny our students these important literacy skills.
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01 Jul 09
Katy LBeing able to read and write multiple forms of media and integrate them into a meaningful whole is the new hallmark of literacy.
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Digital literacy demands that we treat art as the next R, just as important as the traditional 3 Rs. This is one of the most pivotal shifts in literacy that the digital age has inspired, and we should not deny our students these important literacy skills.
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11 Jun 09
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20 May 09
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07 May 09
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06 May 09
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05 May 09
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Concetta Gotlieb on 2009-05-05
It's about communicating and working together. The end goal is building new ways of doing things, innovating, creating awareness.
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Orchestrating the Media Collage
Jason Ohler
Being able to read and write multiple forms of media and integrate them into a meaningful whole is the new hallmark of literacy.
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Concetta Gotlieb on 2009-05-05
eg Youtube, Flickr etc
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New media demand new literacies.
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New media coalesce into a collage.
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New media are largely participatory, social media.
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1. Shift from text centrism to media collage.
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A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on.
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evolving so quickly that teachers should trust their instincts as they explore what works
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2. Value writing and reading now more than ever.
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active readers and editors of one another's materials and mindful contributors to group expression
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rafting text for the Web highlights the importance of written expression by recasting it in a more compact, concise form
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Digital stories, movies, documentaries, and many new media narrative forms require clear, concise, and often highly creative writing as a foundation.
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3. Adopt art as the next R.
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imagine computer technicians rather than language arts instructors teaching writing because of the former's advanced understanding of word processing technology.
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4. Blend traditional and emerging literacies.
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Digital, Art, Oral, and Written. Being able to understand and blend the best of the old, recent, and emerging literacies will become a hallmark of the truly literate person.
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5. Harness report and story.
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One kind of metaform can be described by a continuum that is bounded by report on one end and story on the other.
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6. Practice private and participatory social literacy.
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his can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
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7. Develop literacy with digital tools and about digital tools.
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not just how to use digital tools, but also when to use them and why.
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8. Pursue fluency.
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Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice.
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Teachers as Guides
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What is important is that teachers become advanced managers of their students' talents, time, and productivity. Teachers need to be able to articulate standards of quality and provide feedback that students can use to meet those standards.
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04 May 09
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michael chalkJason Ohler argues that literacy these days demands multiple intelligences, many different media and the ability to create as well as critically absorb. New literacies, media collage and participatory social media are what it's all about these days.
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02 May 09
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New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
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New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
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New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
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Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
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Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
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n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2
However, television told someone
else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy. -
What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
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Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
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The fluent will lead, the literate will follow, and the rest will get left behind.
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They need to be the guide on the side rather than the technician magician.
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28 Apr 09
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Yet the word literacy rarely appears by itself anymore
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regardless of the literacy under consideration, the illiterate get left out.
- 20 more annotations...
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But the world of digital expression has changed all of this in three respects:
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being literate now means being able to read and write a number of new media
forms, including sound, graphics, and moving images in addition to text. -
Being literate also means being able to integrate emerging new media forms into
a single narrative or "media collage," such as a Web page, blog, or digital
story. That is, students need to be able to use new media collectively as well
as individually -
That is, students need to be able to use new
media collectively as well
as
individually -
That is,
students need to be able to use new
media
collectively as well
as
individually-
Lori Holford on 2009-04-28
which is why macs are soooooo amazing!
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Russ Goerend on 2009-05-19
Collaboration is possible with almost any hardware and/or operating system. Macs are fun and useful, but they don't own the market on collaboration or creation.
One great aspect of web 2.0 is how accessible it is. I can create, collaborate and access my Google Documents on any computer with internet access, anywhere, without regard to who made the computer.
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New media are largely participatory, social media.
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As student participation goes public, the pressure to produce high-quality work
increases -
Being able to actively create rather than just passively
consume new media is important for the obvious reason that it teaches literacy
and job skills that are highly valued in a digital society. But two less obvious
reasons are equally important. -
media literacy
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creating original media forces students to lift the hood, so to speak, and see
media's intricate workings -
the ability to recognize, evaluate, and apply the techniques of media
persuasion. -
Writing media" compels reflection about reading media
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citizenship, requires us to be able to navigate the mediascape during a time in
history in which the lag time between being able to read particular media and
being able to write in those media is shrinking so dramatically -
the lag time between being able to read media and being able to write in those
media is shrinking quickly for the non-elite. -
a new dimension of literacy is now in play—namely, the ability to adapt to new
media forms and fit them into the overall media collage quickly and effectively. -
Eight Guidelines for Teachers
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1. Shift from text centrism to media collage.
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intellectual retooling
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"Experiment fearlessly
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media are evolving so quickly that teachers should trust their instincts as they
explore what works. We are all learning together
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21 Apr 09
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25 Mar 09
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22 Mar 09
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21 Mar 09
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First, hands-on media creation plays an important role in the development of
media literacy, which I define as the ability to recognize, evaluate, and
apply the techniques of media persuasion. The act of creating original media
forces students to lift the hood, so to speak, and see media's intricate
workings that conspire to do one thing above all others: make the final media
product appear smooth, effortless, and natural. -
Second, literacy, as well as citizenship, requires us to be able to navigate the
mediascape during a time in history in which the lag time between being able to
read particular media and being able to write in those media is shrinking so
dramatically. - 7 more annotations...
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When we write, we think. We slow down and reflect as we struggle to synthesize,
clarify, and communicate. This struggle has always been a part of writing, but
it is amplified within the context of the social Web, in which we must also
become active readers and editors of one another's materials and mindful
contributors to group expression -
Both essay writing and blog writing are important, and for that reason, they
should support rather than conflict with each other. Essays, such as the one you
are reading right now, are suited for detailed argument development, whereas
blog writing helps with prioritization, brevity, and clarity. The underlying
shift here is one of audience: Only a small portion of readers read essays,
whereas a large portion of the public reads Web material. -
However, television told someone else's story, not ours. It was not until
Web 2.0 that we had the tools to come full circle and produce and consume social
narrative in equal measure. Much of the emerging nature of literacy is a result
of inexpensive, widely available, flexible Web 2.0 tools that enable anyone,
regardless of technical skill, to play some part in reinventing literacy. -
Students need to be media literate to understand how media technique influences
perception and thinking. They also need to understand larger social issues that
are inextricably linked to digital citizenship, such as security, environmental
degradation, digital equity, and living in a multicultural, networked world. We
want our students to use technology not only effectively and creatively, but
also wisely, to be concerned with not just how to use digital tools, but
also when to use them and why. -
But in an era in which literally anyone with a laptop and an Internet connection
can be a well-educated entrepreneur, we need to look beyond general literacy to
fluency. -
Digital fluency facilitates the language of leadership and innovation that
enables us to translate our ideas into compelling professional practice. The
fluent will lead, the literate will follow, and the rest will get left behind -
What is important is that teachers become advanced managers of their
students' talents, time, and productivity. Teachers need to be able to
articulate standards of quality and provide feedback that students can use to
meet those standards. They need to be the guide on the side rather than the
technician magician
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17 Mar 09
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12 Mar 09
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6 Bs: bullets; boldface; breaks; boxes; beyond black and white (using different font colors); and "beginnings" (providing the first paragraph of a longer piece and a hyperlink to the rest, rather than forcing readers to scroll through what they may consider to be lengthy, irrelevant material).
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Although some teachers are genuinely excited about the emerging nature of literacy brought about by powerful digital tools, others feel overwhelmed—some to the point where they are prompted to leave the profession. It is my fervent hope that they don't leave. Their students need them.
Teachers don't have to be advanced technicians. Their students tend to be fearless adopters of new technology who have the luxury of time and well-developed informal learning communities to keep up on the latest and greatest happenings in the world of technology. What is important is that teachers become advanced managers of their students' talents, time, and productivity. Teachers need to be able to articulate standards of quality and provide feedback that students can use to meet those standards. They need to be the guide on the side rather than the technician magician.
Now more than ever, students living in the overwhelming and often distracting world of technical possibility need the clear voice of a teacher who can help them develop literacies that will be important to them for a lifetime. Now more than ever, students need teachers who can help them sort through choices, apply technology wisely, and tell their stories clearly and with humanity.
My advice to teachers concerned with digital literacy? Focus on expression first and technology second—and everything will fall into place.
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11 Mar 09
Frank CurkovicBeing able to read and write multiple forms of media and integrate them into a meaningful whole is the new hallmark of literacy.
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08 Mar 09
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07 Mar 09
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03 Mar 09
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digital literacy, the term du jour used to describe the skills,
expectations, and perspectives involved in living in a technological society -
New media demand new literacies.
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01 Mar 09
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Shanta RohsePractical guidelines for teaching/learning "media collage" and digital fluencies. via Christy Tucker.
educational_leadership media_collage jason_ohler digital_literacies guides:media an_ear_for_an_eye participatory_social_literacy send_to_twitter re:visual_literacy visual_literacy via:christyinsdesign via:joan_vinall-cox delicious_import
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Kathleen NBoth brilliant and practical. Should be required reading. - "the lag time between being able to read media and being able to write in those media is shrinking quickly for the non-elite. Text took many centuries, audiovisual information took roughly one century, and Web narrative took about 15 years. Thus, a new dimension of literacy is now in play-namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively."
literacy digitalliteracy digitalstorytelling medialiteracy WRI330
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28 Feb 09
Joan Vinall-CoxBoth brilliant and practical. Should be required reading. - "the lag time between being able to read media and being able to write in those media is shrinking quickly for the non-elite. Text took many centuries, audiovisual information took roughly one century, and Web narrative took about 15 years. Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively."
literacy digitalliteracy digitalstorytelling medialiteracy WRI330
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The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter.
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Christy TuckerGuidelines for teachers for supporting multimedia and digital literacy
multimedia 21stcenturyskills MEGA education k-12 literacy digitalliteracy storytelling
Public Stiky Notes
One great aspect of web 2.0 is how accessible it is. I can create, collaborate and access my Google Documents on any computer with internet access, anywhere, without regard to who made the computer.
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