MiT5 Plenary:
Learning Through Remixing
Alice J. Robison, Ph.D.
Comparative Media Studies
Massachusetts Institute of Technology
http://alicerobison.org

Who invented the remix?

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:
•multimodal literacy (Kress and Van Leeuwen),

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:
•multimodal literacy (Kress and Van Leeuwen),
•the multiliteracies framework (New London Group, Cope & Kalantzis),

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:
•multimodal literacy (Kress and Van Leeuwen),
•the multiliteracies framework (New London Group, Cope & Kalantzis),
•collective intelligence (Levy),

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:
•multimodal literacy (Kress and Van Leeuwen),
•the multiliteracies framework (New London Group, Cope & Kalantzis),
•collective intelligence (Levy),
•problem-based learning (Barron),

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:
•multimodal literacy (Kress and Van Leeuwen),
•the multiliteracies framework (New London Group, Cope & Kalantzis),
•collective intelligence (Levy),
•problem-based learning (Barron),
•situated and distributed cognition (Brown & Duguid, Hutchins, Clark), and

From NLS comes NML
“New media literacies” is a term used to expand but not replace our current
concept of media literacy as it is practiced and taught in schools in order to
allow for practices of and experiences with “participatory culture” (Jenkins,
2006).
The NML framework (Jenkins, et al., 2006) reflects principles of the New
Literacy Studies theories and cutting-edge research on cognition, which
include:
•multimodal literacy (Kress and Van Leeuwen),
•the multiliteracies framework (New London Group, Cope & Kalantzis),
•collective intelligence (Levy),
•problem-based learning (Barron),
•situated and distributed cognition (Brown & Duguid, Hutchins, Clark), and
•peripheral participation and apprenticeship (Lave & Wenger).

Where is meaning situated?
In order to keep pace with current research in learning,
literacy, and media studies, the current media literacy
paradigm must expand beyond its “strong text” model
(Brandt, 1996) and toward a treatment of media literacy as
participation within and among changing
cultural contexts over time, through
differing spaces, places, and situations.

NML Framework http://projectnml.org
Play: involves experimenting with Collective intelligence: pooling
one’s surroundings as problem-solving knowledge toward a common goal
Performance: involves adopting Judgment: evaluating the reliability
alternative identities and credibility of different sources
Simulation: involves interpreting Transmedia navigation: following
and constructing dynamic models narratives across multiple modes
Appropriation: meaningfully Networking: searching for,
sampling and remixing media content synthesizing, and disseminating
information
Multitasking: scanning one’s
Negotiation: traveling across
environment and shifting focus as
needed communities, discerning perspectives,
norms
Distributed cognition: interacting
with tools to expand mental capacities

MIT’s New Media Literacies Project
Henry Jenkins, P.I.
Part of the MacArthur Foundation’s
Digital Learning Initiative
http://projectnml.org
http://digitallearning.macfound.org