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

Anna van Someren Comparative Media Studies Massachusetts Institute of Technology

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 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?

the new skills: multitasking collective intelligence appropriation play performance networking negotiation transmedia navigation simulation distributed cognition judgment

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

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 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

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

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 project-based curriculum

Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum emphasizes creativity

Teachers’ Strategy Guide: formal learning (ELA) consideration of reading a participatory culture project-based curriculum emphasizes creativity encourages dynamic engagement with canonical texts

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

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?

Wyn Kelly Senior Lecturer, MIT Literature Melville Scholar

Ricardo Pitts-Wiley

Moby-Dick Then & Now Mixed Magic Theatre

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 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)

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 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 \"digressive\" 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.

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 \"digressive\" 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

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 materials

developing assessment tools & strategies NML working with Jim Gee, Dan Hickey,YMEX embedding assessment into the materials harnessing social networking for self-assessment

www.newmedialiteracies.org

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

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