Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

NCTE 2019 CDL Presentation

37 views

Published on

Presentation on critical digital literacies.

Published in: Education
  • Be the first to comment

  • Be the first to like this

NCTE 2019 CDL Presentation

  1. 1. Critical Digital Literacies and Young Adult Literature With Preservice Teachers Amy Piotrowski, Ph.D. Amanda Plaizier, M.A.
  2. 2. Why CDL? This recording of a child trick or treating went viral. Sweet Halloween moment, or creepy invasion of this child’s privacy?
  3. 3. The Issue Technology is impacting many aspects of our lives, and data is collected on us every time we go online or use our smartphone. Are we thinking about the ethical implications of the ways today’s technology tools are used?
  4. 4. AI in the Headlines ● “Schools Are Deploying Massive Digital Surveillance Systems. The Results Are Alarming” - Education Week, May 30, 2019 ● “District's Plan to Use Facial Recognition Tech for Safety Raises Big Privacy Concerns” - Education Week, May 30, 2019 ● “Your Interview With AI” - Inside Higher Ed, November 4, 2019 ● “In the Age of AI” - PBS Frontline, air date November 5, 2019
  5. 5. The Issue “‘We write dystopian stories to be cautionary tales, not instruction manuals,’ says Neal Shusterman, author of best-selling young adult dystopian series Arc of a Scythe and Unwind. ‘We are watching America slip into dystopia, with too many people either consenting or choosing to turn a blind eye. There will come a time — there must come a time — when our nation, as a whole, looks at itself and says, ‘My God, how did we become this?’” https://www.washingtonpost.com/entertainment/books/dystopian- authors-reflect-on-our-dystopian-border/2019/07/14/a9a6009c- a64f-11e9-86dd-d7f0e60391e9_story.html
  6. 6. The Issue Teacher educators would do well to encourage preservice teachers to think critically about technology’s impact on society so that they can facilitate this kind of critical thinking with their middle school and high school students. Discussing YA novels that feature Internet Communication Technologies, virtual reality, and artificial intelligence can open up important discussions.
  7. 7. The Issue NCTE’s Definition of Literacy in a Digital Age (2019) calls on teachers and teacher educators to have students: ● “Participate effectively and critically in a networked world” ● “Examine the rights, responsibilities, and ethical implications of the use and creation of information”
  8. 8. Research Question How do preservice teachers develop critical digital literacies and teaching practices through designing lesson plans on young adult literature?
  9. 9. Review of Prior Research Critical Digital Literacies enable development of: ● “Innovative thinking, critical thinking, communication, digital citizenship, self- regulated learning, and (computer-supported) collaborative learning” (van de Oudeweetering & Voogt, 2018, p. 116). ● Collaboration, learning, and sharing of technological skills to identify and redress group inequalities (“critical metacognitive pedagogy”) (Voss, 2018)
  10. 10. Review of Prior Research Facilitate discussions of: ● Current inequitable and exclusionary practices in education ● Multilingual and multiculturally inclusive classroom practices ● Empowering practices of literacy within minority groups (Camilly-Trulio & Romer-Peretti, 2017; Price-Dennis, Holmes, & Smith).
  11. 11. Review of Prior Research Critical digital literacies provide a valuable framework for examining teaching practices (Watulak and Kinzer, 2013): ● Cultural, social, and historical contexts within technology use ● Ethical use of technology ● Critical and reflective analysis
  12. 12. Methods ● Case Study ● Participants: 8 preservice teachers who took an undergraduate English education course, Teaching Young Adult Literature ● Collected course assignments: Beginning of Semester Questionnaire, Book Reviews for Scythe and Warcross, Technology in YA lesson plan assignment, End of Semester Questionnaire
  13. 13. The Novels
  14. 14. Methods ● Key project was Technology in YA: preservice teachers created rationale, assignment sheet, and rubric for a project their secondary students would do after reading either Scythe or Warcross ● Researchers coded data independently and compared coding to resolve any disagreements
  15. 15. Methods ● Data coded using framework for critical digital literacies from Watulak and Kinzer (2013): ○ Understanding cultural, social, and historical contexts of technology use ○ Critical thinking and analysis ○ Reflective practice ○ Facility with the functional skills and tools of digital technology production
  16. 16. Results ● Participants reported that getting experience designing an assignment for their future students was useful. ● Multiple participants commented that digital technology is such an important part of life today that digital tools should be examined critically. ● One participant said that the Technology in YA assignment “helped me to remember that we should create bridges between literature and the real world.”
  17. 17. Results - Technology in YA Projects ● Critical thinking through technology - projects that used technology tools to think about the literature and to research and create.
  18. 18. Results - Technology in YA Projects ● Leo - Picking the Backbrain: Patron Historic ○ Research a historical figure and write a persuasive essay defending the choice of this figure for their Patron Historic (historic figure for their Scythe name), modeled after a character’s speech in the novel ○ Students must use digital tools to research and think critically about what this person did that makes them worthy of being a Patron Historic
  19. 19. Results - Technology in YA Projects ● Rachel - Guess the Character ○ Students pick a character from Scythe, make a poster with 5 symbols representing the character, then present poster to class to see if classmates can guess character from symbols ○ Students also write an essay explaining why they chose those 5 symbols to represent the character
  20. 20. Results - Technology in YA Projects ● Critical thinking about technology - projects designed to get students to consider the ethical implications of technology tools.
  21. 21. Results - Technology in YA Projects ● Megan - Scythe, Technology, and Me ○ Students read privacy policy for Google to see how their data could be used. Find three sources and then write paper or create a presentation on how criminals and public agencies could gather and use their data and information - even in ways that are legal. ○ Students challenged to consider issues of privacy and social implications of data collection and use.
  22. 22. Results - Technology in YA Projects ● John - Technology in Warcross and Right or Wrong ○ Students research technology we have that is in novel, such as VR or online gaming. Then students will argue who is morally correct on the issue of someone using the NeuroLink to control people so they cannot commit a crime. Students present research and opinion in an essay. ○ Student have to critically think about the underlying moral issue - using technology for social control vs. free will.
  23. 23. Results ● Throughout all course assignments, preservice teachers thought of ways to get their future students to think critically about the social and ethical implications of digital technologies, consistent with Watulak and Kinzer’s (2013) call to “emphasize the critical understanding of and engagement with technology skills within the broader contexts of technology use.”
  24. 24. Results ● Preservice teachers thought of ways to get their future students to confront head on ethical dilemmas proposed by novels: Internet safety, control vs. free will, turning over human responsibilities to AI, privacy. ● YA novels can facilitate critical thinking and discussion about these important issues.
  25. 25. Results ● As one participant put it, these novels enable us to discuss “relationship between people and technology. Who is ‘good’ and who is ‘bad’ in varying world of humans vs. machines?” ● Reading and teaching YA can be about discussing issues facing the world in order to build skills, not skill instruction in isolation. After all, tools and skills have social, cultural, and ethical implications.
  26. 26. Questions? Contact Information ● Amy Piotrowski ○ Email: amy.piotrowski@usu.edu ○ Twitter: @piotrowskiamy ○ Website: www.amypiotrowski.com ● Amanda Plaizier ○ Email: amanda.plaizier@usu.edu ○ Twitter: @amanda-plaizier

×