Anna van Someren
         Comparative Media Studies
Massachusetts Institute of Technology
applied humanities
applied humanities
applied humanities




C4FCM
our research questions:


1. What do young people need to know in
order to become full, active, creative, critical,
and et...
the new skills:


  multitasking                   collective intelligence
                 appropriation               pl...
collective intelligence: the ability to pool
 knowledge and compare notes with others
          toward a common goal
collective intelligence: the ability to pool
 knowledge and compare notes with others
          toward a common goal
appropriation: the ability to meaningfully
    sample and remix media content
appropriation: the ability to meaningfully
    sample and remix media content
participatory culture: from individual
 expression to community involvement
participatory culture: from individual
 expression to community involvement
www.projectnml.org/exemplars
www.newmedialiteracies.org: in development
Learning Library: in development

    NML
                                              user
blurb blurb blurb blurb
     ...
Learning Library: in development

    NML
                                              user
blurb blurb blurb blurb
     ...
Learning Library: in development
Learning Library: in development




www.newmedialiteracies.org/educators/
       onlinefocusgroup.php
Teachers’ Strategy Guide: formal learning (ELA)
Teachers’ Strategy Guide: formal learning (ELA)

   consideration of reading a participatory culture
Teachers’ Strategy Guide: formal learning (ELA)

   consideration of reading a participatory culture

              projec...
Teachers’ Strategy Guide: formal learning (ELA)

   consideration of reading a participatory culture

              projec...
Teachers’ Strategy Guide: formal learning (ELA)

   consideration of reading a participatory culture

              projec...
Teachers’ Strategy Guide: formal learning (ELA)

   consideration of reading a participatory culture

              projec...
Teachers’ Strategy Guide: formal learning (ELA)

   consideration of reading a participatory culture

              projec...
Wyn Kelly
Senior Lecturer, MIT Literature
Melville Scholar
Ricardo Pitts-Wiley
Moby-Dick Then & Now
  Mixed Magic Theatre
Moby-Dick Then & Now
  Mixed Magic Theatre
play: the capacity to experiment
    with your surroundings
       to solve problems
play: the capacity to experiment
    with your surroundings
       to solve problems
Session 2: Activity - Finding the Sign Posts

Related Subjects:
English, media studies

Objectives:
By the end of this cha...
from reading to authoring
Sessions 3 & 4: Activity II - Creating your own discontinuous text

In today's world of new media, students have to deal w...
Sessions 3 & 4: Activity II - Creating your own discontinuous text

In today's world of new media, students have to deal w...
developing assessment tools & strategies
developing assessment tools & strategies


 NML working with Jim Gee, Dan Hickey,YMEX
developing assessment tools & strategies


 NML working with Jim Gee, Dan Hickey,YMEX

    embedding assessment into the m...
developing assessment tools & strategies


 NML working with Jim Gee, Dan Hickey,YMEX

    embedding assessment into the m...
www.newmedialiteracies.org
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
Medium, Messages, and Mashups:  Integrating Learning Exemplars into Curriculum and After School Programs
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Medium, Messages, and Mashups: Integrating Learning Exemplars into Curriculum and After School Programs

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Delivered at the Northeast Area Media Literacy conference "The New Media Literacies for Today's Plugged-in Generation" in Storrs, Conneticut. April 2008

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Medium, Messages, and Mashups: Integrating Learning Exemplars into Curriculum and After School Programs

  1. 1. Anna van Someren Comparative Media Studies Massachusetts Institute of Technology
  2. 2. applied humanities
  3. 3. applied humanities
  4. 4. applied humanities C4FCM
  5. 5. our research questions: 1. What do young people need to know in order to become full, active, creative, critical, and ethically responsible participants in a media-rich environment? 2. What steps do we need to take to make sure that these skills are available to all?
  6. 6. the new skills: multitasking collective intelligence appropriation play performance networking negotiation transmedia navigation simulation distributed cognition judgment
  7. 7. collective intelligence: the ability to pool knowledge and compare notes with others toward a common goal
  8. 8. collective intelligence: the ability to pool knowledge and compare notes with others toward a common goal
  9. 9. appropriation: the ability to meaningfully sample and remix media content
  10. 10. appropriation: the ability to meaningfully sample and remix media content
  11. 11. participatory culture: from individual expression to community involvement
  12. 12. participatory culture: from individual expression to community involvement
  13. 13. www.projectnml.org/exemplars
  14. 14. www.newmedialiteracies.org: in development
  15. 15. Learning Library: in development NML user blurb blurb blurb blurb data what is live-action pretend sign up for learning through youth portal what do you remixi educator entering resources multiple deconstructing press adaptati alternative about us privacy policy
  16. 16. Learning Library: in development NML user blurb blurb blurb blurb data what is www.newmedialiteracies.org/blog/learning-library sign up for live-action pretend learning through youth portal what do you remixi educator entering resources multiple deconstructing press adaptati alternative about us privacy policy
  17. 17. Learning Library: in development
  18. 18. Learning Library: in development www.newmedialiteracies.org/educators/ onlinefocusgroup.php
  19. 19. Teachers’ Strategy Guide: formal learning (ELA)
  20. 20. Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture
  21. 21. Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum
  22. 22. Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum emphasizes creativity
  23. 23. Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum emphasizes creativity encourages dynamic engagement with canonical texts
  24. 24. Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum emphasizes creativity encourages dynamic engagement with canonical texts Moby-Dick is the sample text
  25. 25. Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum emphasizes creativity encourages dynamic engagement with canonical texts Moby-Dick is the sample text why?
  26. 26. Wyn Kelly Senior Lecturer, MIT Literature Melville Scholar
  27. 27. Ricardo Pitts-Wiley
  28. 28. Moby-Dick Then & Now Mixed Magic Theatre
  29. 29. Moby-Dick Then & Now Mixed Magic Theatre
  30. 30. play: the capacity to experiment with your surroundings to solve problems
  31. 31. play: the capacity to experiment with your surroundings to solve problems
  32. 32. Session 2: Activity - Finding the Sign Posts Related Subjects: English, media studies Objectives: By the end of this chapter, students will: •Be able to recognize and identify literary terms, including plot, dialogue, tone, diction, and language, and to recognize and identify shifts in these (NCTE standards •Be able to identify and distinguish between different types of literary texts by performing a close reading of tone, language, dialogue, diction and purpose (NCTE standards 4, 9, 10, 11, & 12); •Understand the basics of academic annotation of a text, including identifying key passages, defining unfamiliar terms, and conducting and presenting research on historical, literary, or biographical elements of a text (NCTE Standard 24); •Begin to acquire a vocabulary of literary terms and apply them to literary texts (NCTE standards 10, 12)
  33. 33. from reading to authoring
  34. 34. Sessions 3 & 4: Activity II - Creating your own discontinuous text In today's world of new media, students have to deal with alternate forms of text. Often information is presented online as hypertext with links to related or explanatory information. An understanding of how hypertext works sheds new light on older literary texts like the Bible and Moby Dick that rely on discontinuous narratives. These discontinuous, or quot;digressivequot; texts, can be thought of as classic 'hypertext' documents that include digressions such as genealogies, histories, or philosophical musings within the narrative itself. This activity asks student to imagine traditional texts as hypertexts, in order to aid the development of the skill of networking - in this case, not only the ability to searching for information, but to synthesize and disseminate this information in a new format.
  35. 35. Sessions 3 & 4: Activity II - Creating your own discontinuous text In today's world of new media, students have to deal with alternate forms of text. Often information is presented online as hypertext with links to related or explanatory information. An understanding of how hypertext works sheds new light on older literary texts like the Bible and Moby Dick that rely on discontinuous narratives. These discontinuous, or quot;digressivequot; texts, can be thought of as classic 'hypertext' documents that include digressions such as genealogies, histories, or philosophical musings within the narrative itself. This activity asks student to imagine traditional texts as hypertexts, in order to aid the development of the skill of networking - in this case, not only the ability to searching for information, but to synthesize and disseminate this information in a new format. Required materials * Computer to view video and hypertext examples * Computers for students (high-tech version) * Paper and Pens (low-tech version) * Paper copies of a previously-chosen passage (low-tech version) * Copies of passage from Annotated Moby Dick
  36. 36. developing assessment tools & strategies
  37. 37. developing assessment tools & strategies NML working with Jim Gee, Dan Hickey,YMEX
  38. 38. developing assessment tools & strategies NML working with Jim Gee, Dan Hickey,YMEX embedding assessment into the materials
  39. 39. developing assessment tools & strategies NML working with Jim Gee, Dan Hickey,YMEX embedding assessment into the materials harnessing social networking for self-assessment
  40. 40. www.newmedialiteracies.org

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