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Mary Ann Harlan's Library tagged digital_literacy →  View Popular

01 Jun 09

Mallan

  • We are living in an era where culture industries “seem to transform experience itself through replication, simulation, and re–presentation.” [3] Web 2.0, with its heterogenous and accessible platforms and services, is very much a part of a new generation of culture industries that not only manages the activities Yaszek describes, but, as we argue, enables new forms of collaborative identity work to be undertaken.
  • While the “identity” of an individual contributor may be disguised, unknown, or revealed, there is nevertheless a “wikidentity” that comes with participation. This optimistic vision offers a real possibility of citizen subjects becoming active rather than passive consumers of information defined by the economic interests of the culture industries.
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Literacy Debate - Online, R U Really Reading? - Series - NYTimes.com

  • Because this is the type of reading we value, and so it is the type of reading that is the most required in schools. Non-fiction, and information texts, beyond the textbooks (which are horrible) is overlooked. - persei on 2008-07-27
  • “On the Internet, you can hear from a bunch of people,” said Zachary, who will attend Columbia University this fall. “They may not be pedigreed academics. They may be someone in their shed with a conspiracy theory. But you would weigh that.”

ABOUT DIGITAL YOUTH | DIGITAL YOUTH RESEARCH

  • Although computers are now fixtures in most schools and many homes, there is a growing recognition that kids' passion for digital media has been ignited more by peer group sociability and play than academic learning
26 Mar 09

Spotlight on DML | Anne Balsamo: Videos and Frameworks for "Tinkering" in a Digital Age

  • Tinkering, I argued, is an important set of practices for developing the technological imagination.
  • “Tinkering as a Mode of Knowledge Production in a Digital Age.” The purpose of this meeting was to bring together people from different cultural institutions (museums, libraries, university research centers) and from different sites of informal education (community arts programs, galleries, technology centers) to initiate a cross-domain discussion about the concept of “tinkering” as a paradigm for knowledge construction.
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