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Dr. Jen Scott Curwood's keynote presentation at the 2012 English Teachers Association of Queensland Conference in Brisbane, Australia.

Dr. Jen Scott Curwood's keynote presentation at the 2012 English Teachers Association of Queensland Conference in Brisbane, Australia.

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Keynote - 2012 English Teachers Association of Queensland Conference Keynote - 2012 English Teachers Association of Queensland Conference Presentation Transcript

  • Literature and Literacy in Online Affinity Spaces:Lessons from the Hunger Games Jen Scott Curwood, Ph.D. The University of Sydney Faculty of Education and Social Work
  • LiteratureReading at Risk: A Survey of LiteraryReading in AmericaDigital media “often require no more thanpassive participation” and “foster shorterattention spans and acceleratedgratification.”
  • LiteratureReading at Risk: A Survey of LiteraryReading in AmericaDigital media “often require no more thanpassive participation” and “foster shorterattention spans and acceleratedgratification.”
  • LiteratureReading at Risk: A Survey of LiteraryReading in AmericaDigital media “often require no more thanpassive participation” and “foster shorterattention spans and acceleratedgratification.”
  • Literature vs.Technology
  • Literature andTechnology
  • Literature throughTechnology
  •   affinity spaces distributed cognitionlegitimate peripheral participation
  •   affinity spaces distributed cognitionlegitimate peripheral participation
  •   affinity spaces distributed cognitionlegitimate peripheral participation
  • As an “overt critique of violence, the series makeswarfare deeply personal, forcing readers tocontemplate their own roles as desensitizedvoyeurs” (Dominus, The New York Times, 2011).
  • Systematic observation provides insight into thedynamics of communication and semiotic productionin various portals.Multiple interviews with focal participants via Skype,email, and instant messenger highlight key practices,beliefs, and values within the affinity space.Because online affinity spaces are socially constructed,an analysis of artifacts is instrumental. These mayinclude codes of conduct, role-play game rules, andonline discussions as well as fan-created stories, videos,songs, and artwork.
  • Systematic observation provides insight into thedynamics of communication and semiotic productionin various portals.Multiple interviews with focal participants via Skype,email, and instant messenger highlight key practices,beliefs, and values within the affinity space.Because online affinity spaces are socially constructed,an analysis of artifacts is instrumental. These mayinclude codes of conduct, role-play game rules, andonline discussions as well as fan-created stories, videos,songs, and artwork.
  • Systematic observation provides insight into thedynamics of communication and semiotic productionin various portals.Multiple interviews with focal participants via Skype,email, and instant messenger highlight key practices,beliefs, and values within the affinity space.Because online affinity spaces are socially constructed,an analysis of artifacts is instrumental. These mayinclude codes of conduct, role-play game rules, andonline discussions as well as fan-created stories, videos,songs, and artwork.
  • As a researcher, how can I gain insight into the cultureof online affinity spaces?    online ethnography
  • As a researcher, how can I gain insight into the cultureof online affinity spaces?    online ethnography
  • As a researcher, how can I gain insight into the cultureof online affinity spaces?    online ethnography
  • As a researcher, how can I gain insight into the cultureof online affinity spaces?    affinity space ethnography
  • Dr. Alecia MagnificoAs a researcher, how can I gain insight University of Illinois, into the culture Urbana-Champaignof online affinity spaces?    affinity space ethnography Dr. Jayne Lammers University of Rochester
  • Affinity spaces are physical, virtual or blended spaceswhere people interact around a common interest oractivity (Gee, 2004).They offer multiple interest-driven trajectories,opportunities to learn with others, and paths towardbecoming an authentic participant (Squire, 2011). 
  • Affinity spaces are physical, virtual or blended spaceswhere people interact around a common interest oractivity (Gee, 2004).They offer multiple interest-driven trajectories,opportunities to learn with others, and paths towardbecoming an authentic participant (Squire, 2011). 
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Features of Online Affinity Spaces1. A common endeavor is primary.2. Participation is self-directed, multifacted, and dynamic.3. Portals are often multimodal.4. Affinity spaces provide a passionate, public audiencefor content.5. Socializing plays an important role in affinity spaceparticipation.6. Leadership roles vary within and among portals.7. Knowledge is distributed across the entire affinityspace.8. Many portals place a high value on cataloguing anddocumenting content and practices.9. Affinity spaces encompass a variety of media-specificand social networking portals.
  • Jack
  • Cassie
  • Cassie
  • Literature throughTechnology
  • 1 The best literature is compelling, thought provoking, and personally meaningful.
  • Cassie: “I love The Hunger Games trilogy because thecharacters are so relatable and real, and the scenarios thatthey are put in are so horrific.The books really covered the changes in relationships andthe change in characters when they went through thesehorrific scenarios, and these changes seemed extremelyrealistic.Since the characters are so relatable, readers can placethemselves in these characters’ shoes to see what theywould do if they were placed in The Hunger Games.” 
  • Cassie: “I love The Hunger Games trilogy because thecharacters are so relatable and real, and the scenarios thatthey are put in are so horrific.The books really covered the changes in relationships andthe change in characters when they went through thesehorrific scenarios, and these changes seemed extremelyrealistic.Since the characters are so relatable, readers can placethemselves in these characters’ shoes to see what theywould do if they were placed in The Hunger Games.” 
  • Cassie: “I love The Hunger Games trilogy because thecharacters are so relatable and real, and the scenarios thatthey are put in are so horrific.The books really covered the changes in relationships andthe change in characters when they went through thesehorrific scenarios, and these changes seemed extremelyrealistic.Since the characters are so relatable, readers can placethemselves in these characters’ shoes to see what theywould do if they were placed in The Hunger Games.” 
  • In 2011, the Organisation for Economic Co-operation andDevelopment reported that “a crucial difference betweenstudents who perform well in the PISA readingassessment and those who perform poorly lies inwhether they read daily for enjoyment, rather than inhow much time they spend reading” (p. 2).On average, students who read daily for pleasure scorethe equivalent of 1.5 years of schooling better than thosewho do not. 
  • In 2011, the Organisation for Economic Co-operation andDevelopment reported that “a crucial difference betweenstudents who perform well in the PISA readingassessment and those who perform poorly lies inwhether they read daily for enjoyment, rather than inhow much time they spend reading” (p. 2).On average, students who read daily for pleasure scorethe equivalent of 1.5 years of schooling better than thosewho do not. 
  • 2 Literature changes how we think, how we feel, and how we see the world around us.
  • “Narratives activate many... parts of our brains,suggesting why the experience of reading can feel soalive.The brain, it seems, does not make much of a distinctionbetween reading about an experience and encountering itin real life; in each case, the same neurological regions arestimulated” (Paul, The New York Times, 2012). 
  • “Narratives activate many... parts of our brains,suggesting why the experience of reading can feel soalive.The brain, it seems, does not make much of a distinctionbetween reading about an experience and encountering itin real life; in each case, the same neurological regions arestimulated” (Paul, The New York Times, 2012). 
  • 3 Online affinity spaces offer multiple ways in which young people can engage with literature.
  • The Hunger Games’ Online Affinity Space  Mockingjay.net HungerGamesRPG.com HungerGamesTrilogy.com HGGirlonFire.com TheCapitol.pn
  • The Hunger Games’ Online Affinity Space  Mockingjay.net HungerGamesRPG.com HungerGamesTrilogy.com HGGirlonFire.com TheCapitol.pn
  • The Hunger Games’ Online Affinity Space  Mockingjay.net FanFiction.net HungerGamesRPG.com DeviantArt.com HungerGamesTrilogy.com TheFandom.net HGGirlonFire.com TheCapitol.pn
  • The Hunger Games’ Online Affinity Space  Mockingjay.net FanFiction.net HungerGamesRPG.com DeviantArt.com HungerGamesTrilogy.com TheFandom.net HGGirlonFire.com TheCapitol.pn
  • The Hunger Games’ Online Affinity Space  Mockingjay.net FanFiction.net HungerGamesRPG.com DeviantArt.com HungerGamesTrilogy.com TheFandom.net HGGirlonFire.com TheCapitol.pn YouTube Facebook Tumblr Twitter Pinterest
  • The Hunger Games’ Online Affinity Space  Mockingjay.net FanFiction.net HungerGamesRPG.com DeviantArt.com HungerGamesTrilogy.com TheFandom.net HGGirlonFire.com TheCapitol.pn YouTube Facebook Tumblr Twitter Pinterest
  • The Hunger Games’ Online Affinity Space  Mockingjay.net FanFiction.net HungerGamesRPG.com DeviantArt.com HungerGamesTrilogy.com TheFandom.net HGGirlonFire.com TheCapitol.pn YouTube Facebook Tumblr Twitter Pinterest
  • The Hunger Games’ Online Affinity Space  Mockingjay.net FanFiction.net HungerGamesRPG.com DeviantArt.com HungerGamesTrilogy.com TheFandom.net HGGirlonFire.com TheCapitol.pn YouTube Facebook Tumblr Twitter Pinterest
  • Jack
  • forum rulesJack
  • forum rules Jackfan fiction contests
  • forum rules Jackfan fiction contests literary analysis
  • word play games forum rules Jackfan fiction contests literary analysis
  • personal opinions word play games forum rules Jackfan fiction contests literary analysis
  • personal opinions word play games forum rules website design Jackfan fiction contests literary analysis
  • 4 Young people value text selection and multi-genre response to literature.
  • On Mockingjay.net, a teacher asked:Do you think that this book is too violent to be taught inschool?What ages is this book appropriate for?Can you think of any activities that might be really funthat would go along with this book? 
  • “I think The Hunger Games is like a complete treasure trovefor using in school.I think most kids 12+ would be totally fine with reading it,and probably love you for it.Although, maybe save it for the end, so you dont lose themwhen you start other material thats less lovable?” 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • 200 young adults offered ideas for responding to The Hunger Games in English class: Write a song about the book and perform it. Keep a journal for a character. Make a movie trailer. Create a playlist for the book. Design a detailed map of the setting. Make a political cartoon that reflects life in Panem. Hold a reaping in class and be interviewed by Caesar. 
  • English Class Euphoria
  • 5 Media paratexts extend and enhance young adults’ experiences with literature.
  • Industry-CreatedParatextsBooksFilmsWebsitesGames
  • Industry-Created Fan-GeneratedParatexts ParatextsBooks StoriesFilms ArtworkWebsites MapsGames Videos Podcasts Games Tutorials Blogs
  • As teachers, what can we take away from this?Learning is social, situated, and embodied.Reading is personal, powerful, and self-directed.Writing enhances reflection and comprehension.Creating art, music, and multimedia are valid responsesto literature.Access, audience, and motivation profoundly shapelanguage and literacy development.
  • As teachers, what can we take away from this?Learning is social, situated, and embodied.Reading is personal, powerful, and self-directed.Writing enhances reflection and comprehension.Creating art, music, and multimedia are valid responsesto literature.Access, audience, and motivation profoundly shapelanguage and literacy development.
  • As teachers, what can we take away from this?Learning is social, situated, and embodied.Reading is personal, powerful, and self-directed.Writing enhances reflection and comprehension.Creating art, music, and multimedia are valid responsesto literature.Access, audience, and motivation profoundly shapelanguage and literacy development.
  • As teachers, what can we take away from this?Learning is social, situated, and embodied.Reading is personal, powerful, and self-directed.Writing enhances reflection and comprehension.Creating art, music, and multimedia are valid responsesto literature.Access, audience, and motivation profoundly shapelanguage and literacy development.
  • As teachers, what can we take away from this?Learning is social, situated, and embodied.Reading is personal, powerful, and self-directed.Writing enhances reflection and comprehension.Creating art, music, and multimedia are valid responsesto literature.Access, audience, and motivation profoundly shapelanguage and literacy development.
  • As teachers, what can we take away from this?Learning is social, situated, and embodied.Reading is personal, powerful, and self-directed.Writing enhances reflection and comprehension.Creating art, music, and multimedia are valid responsesto literature.Access, audience, and motivation profoundly shapelanguage and literacy development.
  • Literature throughTechnology
  •   Jen Scott Curwoodjs.curwood@sydney.edu.au jensc.org twitter.com/jensc3