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"Digital Native Map Changing with technology" from PBS

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"Joe's Non-Netbook"

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"When the Japanese blog-hosting website "Maho No Irando" (jap. for "Magic Island") found out that its users were using their blogs to post fragments of novels and soon responded to the calls by developing a more specialized software which allowed users to rate and comment each others novels, they didn't know that they had just initiated the evolution of a new literary genre. The first literary genre which evolved out of modern 21st century technology: The Cellphone Novel "

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"NYTimes / November 18, 2009 / Library in a Pocket By MOTOKO RICH and BRAD STONE

With Amazon’s Kindle, readers can squeeze hundreds of books into a device that is smaller than most hardcovers. For some, that’s not small enough. Many people who want to read electronic books are discovering that they can do so on the smartphones that are already in their pockets — bringing a whole new meaning to “phone book.” [snip]"

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video - presentation in London centering on social media and digital literacies

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"In spring 2007 I invited the 200 students enrolled in the “small” version of my “Introduction to Cultural Anthropology” class to tell the world what they think of their education by helping me write a script for a video to be posted on YouTube. The result was the disheartening portrayal of disengagement you see below. The video was viewed over one million times in its first month and was the most blogged about video in the blogosphere for several weeks, eliciting thousands of comments. With rare exception, educators around the world expressed the sad sense of profound identification with the scene, sparking a wide-ranging debate about the roles and responsibilities of teachers, students, and technology in the classroom."

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The Code of Best Practices in Fair Use for Media Literacy Education

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Towards a comprehensive definition of digital skills
By Ismael Peña-López

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In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century.

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The 'Grammar' of Television and Film
Television and film use certain common conventions often referred to as the 'grammar' of these audiovisual media. This list includes some of the most important conventions for conveying meaning through particular camera and editing techniques (as well as some of the specialised vocabulary of film production).

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literacy digital writing digital literacy digital storytelling grammar

Media Literacy Quiz

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80+ Videos for Tech. & Media Literacy

Over the past few years, I have been collecting interesting Internet videos that would be appropriate for lessons and presentations, or personal research, related to technological and media literacy. Here are 70+ videos organized into various sub-categories. These videos are of varying quality, cross several genres, and are of varied suitability for classroom use.

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Write It!

Years ago at a language arts in-service training, one of the presenters showed us a game called “Write It!”. I used it a few times, tweaked it a bit, and now its one of my favorite writing activities … and my students’ too.

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Writing literacy LessonPlans creativity writeit blog

Are instant messaging and text messaging killing language? To hear what the popular media say, a handful of OMGs (oh my god) and smiley faces, along with a paucity of capital letters and punctuation marks, might be bringing English to its knees.

Although journalists tend to sensationalize the linguistic strangeness of "online lingo," quantitative analyses of instant messaging conversations and text messages reveal that abbreviations, acronyms, and even misspellings are comparatively infrequent, at least among college-age students. For example, in a study I did of college students' instant messaging conversations, out of 11,718 words, only 31 were "online lingo" abbreviations, and only 90 were acronyms (of which 76 were LOL). In a study of college students' text messaging, my colleague Rich Ling and I found a few more lexical shortenings; yet the grand total of clear abbreviations was only 47 out of 1,473 words, which is hardly overwhelming.

Yes, young people sometimes accidentally slip a btw (by the way) into a school essay. But a recent study by the Pew Internet and American Life Project confirms that middle school and high school students understand what kind of language is appropriate in what context (Lenhart, Smith, & Macgill, 2008). What's more, scholars of new media language, such as David Crystal and Beverly Plester, remind us that the new technologies encourage creativity, which can spill over into school writing (Crystal, 2008; Plester, Wood, & Bell, 2008).

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