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Transliteracies » Research Project
"The worldwide contest was designed to engage undergraduate and graduate students in the newly emerging, interdisciplinary field of “social computing.” Participants were encouraged to imagine how society and technology will interact 10 to 20 years from now – far enough in the future to stretch our imagination of technology, yet near enough to be plausible."
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Education Week: Literacy Accountability in a New-Media Age
Walking through the hallways of the middle school where I teach, I inevitably hear students talk about music Web sites, blogs, Web-based photo albums, Facebook pages, and other forms of new media.
If we judged these students’ ability to interpret and gather information solely based on their mastery of print media, we’d be doing ourselves—and society—a huge disservice.
Oh wait, we already do just that.
ISTE | NETS for Administrators 2009
Some interesting shifts, but still pretty vague in spots.
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Add Sticky Note
- Overall, these could be used to put some pressure on administrators to move their own practice, but it would be great to see some descriptors or benchmarks. Any coming I wonder? - on 2009-06-29
- Wondering what "digital-age" means. - on 2009-06-29
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2. Digital Age Learning Culture
Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators:
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Schwarzenegger's push for digital textbooks | csmonitor.com
By next fall, Governor Schwarzenegger intends to make free, open-source digital textbooks available for high school math and science classes throughout California, a move that he says will help reduce the more than $350 million the state spends annually on educational materials.
21st Century Literacies
Twenty-first century readers and writers need to
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems collaboratively and
cross-culturally
• Design and share information for global communities to meet a variety of
purposes
• Manage, analyze, and synthesize multiple streams of simultaneous
information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these complex environments
The Fischbowl: We Can Do This. We Should Do It.
We're living in the time of the most significant change in human expression in human history. [Great videos from Richard Miller at Rutgers with addtl comments by Karl Fisch.]
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We're living in the time of the most significant change in human expression in human history.
One Million Monkeys Typing: A Collaborative Writing Project
1. Read
Start reading. When you finish a snippet of text, click 'read more'. You will be presented with three unique paths that continue the story. If you like your options, keep reading.
2. Write
If you reach an end, or simply don't like the story's trajectory, graft a new snippet and take the story's direction into your own hands.
3. Publish
Publish so that others may add on to your story. If it gets ranked well and has enough offshoots it stays, if not, watch it wither
and die.
Langwitches » Don’t Believe Everything You See Online
Why is our first impulse to believe something that we see, read or hear? Especially if it is in print, online or comes in an “officially” looking packaging?
How do we teach ourselves and our students, that another impulse has to follow the first one immediately: Evaluate…critical thinking… learn to listen for and to your own “gut feeling”… cross referencing…
Information literacy is an important part of being literate. Being able to know how to read and write alone, just doesn’t “cut it anymore”.
‘Geeking Out’ on Democracy
In reality, young people today have much greater opportu-
nities to learn civic skills outside school. This may be why so
many of them use social-networking sites to expand contact with
their friends at school or why they feel a greater sense of in-
vestment in their game guilds than in their student governments.
Meanwhile, our schools are making it harder for teachers and
students to integrate broadband technology into the classroom.
Federal law has imposed mandatory filters on networked com-
puters in schools and public libraries. There have been a series
of legislative attempts to ban access to social-networking sites
and blogging tools. Many teachers have told us they can’t ac-
cess Web 2.0 sites on their school computers.
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In reality, young people today have much greater opportu- nities to learn civic skills outside school. This may be why so many of them use social-networking sites to expand contact with their friends at school or why they feel a greater sense of in- vestment in their game guilds than in their student governments. Meanwhile, our schools are making it harder for teachers and students to integrate broadband technology into the classroom. Federal law has imposed mandatory filters on networked com- puters in schools and public libraries. There have been a series of legislative attempts to ban access to social-networking sites and blogging tools. Many teachers have told us they can’t ac- cess Web 2.0 sites on their school computers.
How the E-Book Will Change the Way We Read and Write - WSJ.com
I knew then that the book's migration to the digital realm would not be a simple matter of trading ink for pixels, but would likely change the way we read, write and sell books in profound ways. It will make it easier for us to buy books, but at the same time make it easier to stop reading them. It will expand the universe of books at our fingertips, and transform the solitary act of reading into something far more social. It will give writers and publishers the chance to sell more obscure books, but it may well end up undermining some of the core attributes that we have associated with book reading for more than 500 years.
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The latest such moment came courtesy of the Kindle, Amazon.com Inc.'s e-book reader. A few weeks after I bought the device, I was sitting alone in a restaurant in Austin, Texas, dutifully working my way through an e-book about business
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I knew then that the book's migration to the digital realm would not be a simple matter of trading ink for pixels, but would likely change the way we read, write and sell books in profound ways. It will make it easier for us to buy books, but at the same time make it easier to stop reading them. It will expand the universe of books at our fingertips, and transform the solitary act of reading into something far more social. It will give writers and publishers the chance to sell more obscure books, but it may well end up undermining some of the core attributes that we have associated with book reading for more than 500 years.
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City Brights: Howard Rheingold : 21st Century Literacies
Will our grandchildren grow up knowing how to pluck the answer to any question out of the air, summon their social networks to assist them personally or professionally, organize political movements and markets online? Will they collaborate to solve problems, participate in online discussions as a form of civic engagement, share and teach and learn to their benefit and that of everyone else? Or will they grow up knowing that the online world is a bewildering puzzle to which they have few clues, a dangerous neighborhood where their identities can be stolen, a morass of spam and porn, misinformation and disinformation, urban legends, hoaxes, and scams? I have collected evidence over the past several decades that suggests the humanity or toxicity of next year's digital culture depends to a very large degree on what we know, learn, and teach each other about how to use the one billion Internet accounts and four billion mobile phones available today.
NCSS Position Statement on Media Literacy | National Council for the Social Studies
This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Finally, what is required to teach media literacy and what are some examples of classroom activities?
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If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
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Bridging Differences
Using the current public schools as best we can to prepare future adults to exercise good judgment about whatever media is available (which hopefully will include writers they disagree with) is essential! K-12 test scores give us no clue to this. Sometimes our opponents' challenges are critical, including the readers of our letters! Schools should be about preparing us to dig deep enough to make sense of truth claims, to act even on incomplete knowledge, and later to change our minds.
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Using the current public schools as best we can to prepare future adults to exercise good judgment about whatever media is available (which hopefully will include writers they disagree with) is essential! K-12 test scores give us no clue to this. Sometimes our opponents' challenges are critical, including the readers of our letters! Schools should be about preparing us to dig deep enough to make sense of truth claims, to act even on incomplete knowledge, and later to change our minds.
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While we cannot produce miracles even with expanded hours, days, or even resources, we can produce impressive results if we dare build a consensus among families, neighbors, students, and faculty—school by school.
Educational Leadership:Literacy 2.0:What Research Says About … / Teaching Media Literacy
Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. For example, online readers play a more active role, selecting links rather than turning pages, and they often must interpret visual images to make sense of what they are reading (Coiro & Dobler, 2007). The RAND Reading Study Group (2002), citing several studies, suggests that students who are proficient online readers are not necessarily proficient offline readers and vice versa.
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Survey results confirm that students are increasingly online both in school and at home. Four years ago, 87 percent of U.S. students ages 12–17 reported using the Internet (Hitlin & Rainie, 2005); and almost half of students ages 8–18 reported going online in a typical day (Roberts, Foehr, & Rideout, 2005). In a 2005 survey of 7th graders in urban Connecticut middle schools and rural South Carolina schools, roughly one-third of the students reported that they were required to use the Internet for a school assignment at least once a week (Internet Reading Research Group & New Literacies Research Team, 2006). In the years since these surveys, use has undoubtedly continued to grow.
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Researchers find that reading for understanding online requires the same skills as offline reading, including using prior knowledge and making predictions, plus
a set of additional critical-thinking skills that reflect the open-ended, continually changing online context. For example, online readers play a more active role, selecting links rather than turning pages, and they often must interpret visual images to make sense of what they are reading (Coiro & Dobler, 2007). The RAND Reading Study Group (2002), citing several studies, suggests that students who are proficient online readers are not necessarily proficient offline readers and vice versa.
Bridging Differences: 21st-Century Skills, Accountability, and Curriculum
I was fascinated with the many insightful responses by our readers to the topic of 21st-Century skills—or to be correct, the movement associated with an organization called P21 (the Partnership for 21st Century Skills). How can anyone be opposed to creativity, flexibility, media literacy, critical thinking, and so on? I certainly am not. Yet I have been around the track for too many years to feel comfortable with the way this is being promoted by technology companies and publishers and others with a vested interest, even a financial interest. The fact that its designated spokesman is a public relations executive doesn’t make me any more comfortable.
Writing in the 21st Century
Today people write as never before—texting, on blogs, with video cameras and cell phones, and, yes, even with traditional pen and paper. People write at home, at work, inside and out of school.
Writing in the 21st Century, a new report by Kathleen Blake Yancey, NCTE Past President and writing researcher and writing faculty member, Florida State University, discusses writing in school, the workplace,
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