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Media Fluency?
 

Media Fluency?

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A talk delivered at the NITLE Summit, March 26, 2010.

A talk delivered at the NITLE Summit, March 26, 2010.

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    Media Fluency? Media Fluency? Presentation Transcript

    • Media Fluency? Dr. Gardner Campbell Director, Academy for Teaching and Learning Baylor University www.gardnercampbell.net
    • Discontinuous Progress • Information Literacy –ACRL 2000: “Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."
    • Discontinuous Progress • Digital Information Fluency – 21cif.com: “Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves Internet search skills that start with understanding how digital information is different from print information, knowing how to use specialized tools for finding digital information and strengthening the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs.”
    • “Media Fluency” (Epic Fail Department) • Capture, edit, share images • Capture, edit, share audio • Capture, edit, share video • NEW SOFTWARE! • NEW HARDWARE! • MORE WORKSHOPS! • CHURN AND REPEAT.
    • Our Shared Reality, 2010 “We are living in the middle of the largest increase in expressive capability in the history of the human race.” Clay Shirky, Here Comes Everybody 6
    • Flickr Photo by David Anthony Porter http://www.flickr.com/photos/davidaporter/ 7
    • ABCDEFGHIJK LMNOPQRSTU VWXYZ 8
    • ON THE WAY: 1080p video playback 10 x today’s web surfing speed 20 megapixel camera 130 hours of audio playback on a mobile device. “Millicomputing,” Adrian Cockroft 9 http://itc.conversationsnetwork.org/shows/detail3871.html
    • Medium Fluency— or Meta-medium Fluency
    • [T]he ability to simulate the details of any descriptive model means that the computer, viewed as a medium itself, can be all other media if the embedding and viewing methods are sufficiently well provided. Moreover, this new “metamedium” is active—it can respond to queries and experiments—so that the messages may involve the learner in a two- way conversation…. We think the implications are vast and compelling. Alan Kay and Adele Goldberg, “Personal Dynamic Media,” 1977
    • Hofstadter: “The most important factor that sets top-notch mathematicians apart from their peers is that after coming up with something new, rather than being concerned primarily with the question, "How can I prove this result?", they are concerned with questions like "How interesting is this idea? By fiddling around with it in various familiar ways, can I find ideas that are even more interesting?" This is pattern-play at a very high level, not so different from what a composer of music might do with a newly-discovered theme that seems full of potential.”
    • Signature Pedagogies
    • The liberal arts / gen. ed. “hazing.” See T. Clydesdale, The First Year Out (U. Chicago Press, 2007)
    • Pedagogy of Signatures
    • Game released end of October, 2008. One million levels by end of July, 2009. Two million levels by end of February 2010. http://kotaku.com/5320365/littlebigplanet-hits-one-million-levels http://en.wikipedia.org/wiki/LittleBigPlanet
    • http://www.youtube.com/watch?v=tprMEs-zfQA
    • Digital Natives?
    • Digital Natives?
    • http://hatetexting.com/texting-each-ther.jpg
    • “Edification by Puzzlement” http://home.uchicago.edu/~jwf1/Puzzlement.pdf James Fernandez, in Explorations in African Systems of Thought, ed. Ivan Karp and Charles S. Bird. Bloomington, Indiana: Indiana University Press, 1980. 44-59.
    • Beware “Administered Intellectuality” • “We should always be wary of the imperial impulse—the possibility that any interest in mentalities is betrayed by a petitio principi, a preexistent interest in maintaining and justifying a structure of privileges.” • “What seems to occur is that these rural uneducated subjects tend to … ‘go beyond the information given’ and give consideration to the context in which the question is posed….”
    • Beware “Administered Intellectuality” “There is no single right answer to these riddles…. The argument is not simply the application of a set of legal rules, but involves taking a problem situation as a personal opportunity to explore the context of the problem and its relevant precedents.”
    • Beware “Administered Intellectuality” “Now all analogies—and riddles are analogies par excellence—have the capacity to establish or suggest connections between experiences within domains and between domains. They are cognitively integrating…. This is basically what I mean by edification: the cognitive construction by suggestion of a larger integration of things, a larger whole.”
    • Hofstadter: “[P]attern- finding is the core of intelligence … analogy- making lies at the heart of intelligence.”
    • The Long Tail Amazon.com’s Josh Peterson describes the Long Tail: "We sold more books today that didn't sell at all yesterday than we sold today of all the books that did sell yesterday." http://www.longtail.com/the_long_tail/2005/01/definitions_fin.html
    • • Lowered flight costs = more travel, more risk-taking • Lower “search costs” = broader vistas, more willingness to go off the beaten path • Better word-of-mouth tools = “bottoms- up hits” • Peer ratings, reviews reinforce authentic success, punish “manufactured experience” http://www.longtail.com/the_long_tail/2009/10/the-long-tail-of-travel.html
    • http://www.longtail.com/the_long_tail/2009/10/the-long-tail-of-travel.html
    • http://en.wikipedia.org/wiki/Cave_of_Altamira “After Altamira, all else is decadence”—Pablo Picasso
    • http://www.billviola.com
    • http://www.youtube.com/watch?v=zSgiXGELjbc
    • Three discussion questions • How can we support medium and meta- medium fluency to prepare our students for a world of abundant niches, the world of the Long Tail? • How can we support medium and meta- medium fluency to prepare our students for a world of shared narratives, the world of the Long Tale?
    • Three discussion questions • How can we get out of the way?