Jeremy Price's Library tagged literacies → View Popular

Kernels -- pieces of information introduced into a narrative to hint at a larger world but not fully developed within the story itself. Kernels typically pull us away from the core plot line and introduce other possible stories to explore.
Holes -- plot elements readers perceive as missing from the narrative but central to their understanding of its characters. Holes typically impact the primary plot. In some cases, "holes" simply reflect the different priorities for writers and readers who may have different motives and interests.
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- Contradictions -- Two or more elements in the narrative which, intentionally or unintentionally, suggest alternative possibilities for the characters.
- Silences -- Elements that were systematically excluded from the narrative with ideological consequences.
- Potentials -- Projections about what might have happened to the characters that extend beyond the borders of the narrative.

19 Aug 08

Confessions of an Aca/Fan: How Fan Fiction Can Teach Us a New Way to Read Moby-Dick (Part One)

henryjenkins.org/...an_fiction_can_teach_us_a.html - Preview

literacies media education

Another one chose Elijah, the prophet, and the awful dilemma of being able to see the future and no one believing or understanding what you're trying to tell them. "I'm going to warn you about this, but if don't heed my warning this is what's going to happen," and the awful dilemma that you face. His story was about 9/11. "I'm trying to tell you this is going to happen," and then nobody listened, and how awful he felt that he knew and couldn't stop it.
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- What's not in the text is seen here as consciously or unconsciously excluded; often there's a hint that certain ideas or perspectives are being silenced, marginalized, or repressed. This formulation sets the reader in ideological opposition to the text while maintaining a clear separation between producers and consumers. This understanding reflects a moment when the power of mass media was extensive and the average consumer had no real way to respond to the media's agenda except through critical analysis. In a participatory culture, however, any given work represents a provocation for further creative responses. When we read a blog or a post on a forum, when we watch a video on YouTube, the possibility exists for us to respond -- either critically or creatively. We can write a fierce rebuttal of an argument with which we disagree or we can create a new work which better reflects our point of view.
- Schools have historically taught students how to read with the goal of producing a critical response; we want to encourage you to also consider how to teach students how to engage creatively with texts. Under this model, we should still be concerned with what's not in the text; the difference is in what we do about it.

28 May 08

The Battle between the Sciences and the Humanities « Neuroanthropology

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curriculum education science literature humanities literacies consilience learning anthropology dilemma dichotomy analysis

Levine’s comment brings up themes that we’ve spent considerable time on here. Simple dichotomies do not work. Familiarity with multiple fields is necessary. And even then, most integrative accounts end up with the kiss of death, banality, because they reduce their argument to some cause that remains field specific. It’s the details of the synthesis that matters, not just the promise.