In ServiceWeek2010-1
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In ServiceWeek2010-1

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21st century Scholarly Literacies

21st century Scholarly Literacies

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In ServiceWeek2010-1 In ServiceWeek2010-1 Presentation Transcript

  • Welcome
    Presented by Ron L. Shamwell, Social Sciences, Chairperson: Kathy Smith
    1
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  • Significant trends:
    • Learners will move into a variety of different, possible fields.
    • Informal learning is a significant aspect of our learning experience (80/20 rule). View slide
    • Technology is altering (rewiring) our brains. View slide
    • The organization and the individual are learning organisms.
    • Know-how and know-what is supplemented with know-where (understanding of where to find knowledge needed).
    • Learning is about behavior change.
    Background
    Community colleges are at the forefront of education and the technology transformation, but urban community colleges are at the center of change as well as cultural diversity shifts for the 21st century. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society for Training and Documentation.
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  • Literacies refer to the skills needed to flourish in today ‘society and in the future as well as literacies being multimodal. That is the interplay of meaning-making systems (alphabetic, oral, visual, etc), so there are “multiple ways of knowing” (Short & Harste). Participatory scholarship requires the development of social and digital literacies and skills essential to the participatory web (Veletsianos, 2010 in draft form). Rheingold (2009) indicate critical literacies for students are:
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  • Without access to these critical literacies, participatory scholars will not be effective participants In online spaces
    Note: Shout out here to Ruth Baker’s http://infoliteracyccp.pbworks.com/ link about information literacy site (here is a copy of her evaluation of information sources).
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  • From an assortment of information gleaned, visual literacy is “the ability to interpret, negotiate, and make meaning from information presented in the form of an image,” “the ability to communicate and understand through visual means,” and “the ability to understand and produce visual messages.” However, it is generally agreed that visual literacy is learned as well as it is important “to process visual images efficiently and the impact on viewers.”
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  • rLs/In-Service Week/10: Retrieved from http://www.visual-literacy.org/periodic_table/periodic_table.html
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  • rLs/In-Service Week/10: Retrieved from http://www.visual-literacy.org/pages/maps/mapping_tools_radar/radar.html
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  • rLs/In-Service Week/10: Retrieved from http://www.visual-literacy.org/stairs_of_viz/stairs_of_viz.html
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  • Media literacy is defined as “a repertoire of competencies that enable people to analyze, evaluate and create messages s in a wide variety of media modes, genres and forms. Explain recent 2010 sociology media learning project on using learning devices. From a list of twelve media literacies prepared by USC’s Annenberg School of Communication, several are listed here: Performance, simulation, multitasking, collective intelligence and transmedia navigation, etc. KnowledgeNetwork Explorer (2010) offers lessons in media literacy that covers images as persuasion, evaluating websites, and framing a point of view.
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  • rLs/In-Service Week/10 Retrieved from http://www.nercomp.org/data/media/MLE_Comparison_GRID.pdf
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  • Essential Academic Learning Requirements
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  • Multicultural literacy is a place “envisioned as where people of all cultures can come together” in a learning situation. AT&T Knowledge Network Explorer defines multicultural literacy as “knowledge of cultures and languages, as well as the ways in which multi-sensory data (text, sound, and graphics) influences perception. Edmundson(2005) identified cross-cultural dimensions—categories of characteristics across which cultures can be compared and contrasted, such as how members of a culture communicate, perceive time, or view themselves in relation to the environment (p. 1) Au & Raphael (2000) in Equity and Literacy in the Next millennium indicated that there is “considerable evidence documents the existence of a gap between the literacy achievement of students of diverse backgrounds and their mainstream peers.” The authors further suggest that present “barriers that sustain conditions of inequity in schools will need to be surmounted before promising new approaches to the teaching of literacy can be made available in many classrooms with students of diverse backgrounds.” Barrera’s (1992).
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  • Here, we should be drawn to description of what is termed a “participatory culture” in which the consumer is no longer a passive recipient of information, media, and artifacts, but also a producer of these (Jenkins’s et. al.2006, p. 7). A participatory culture is described as: 
  • Summary Statement
    References upon request as well as follow up discussions
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  • Thanks You!
    Presented by Ron L. Shamwell, Social Sciences, Chairperson: Kathy Smith
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