Literacies(?) for virtual worlds<br />Mark Childs<br />
Literacies?<br />Are the following literacies/competencies/states of mind? <br />Included in literacy framework?<br />Deri...
1. Technical literacy<br />Common to all use of technologies<br />For SL typically around 40 mins to 1 hour to learn to na...
2. Beyond competency<br />SL is a very distracting environment, <br />Learning the things that can be done<br />(Dancing, ...
RL digression<br />body image “a set of beliefs, attitudes and perceptions that are about one’s body” (Carruthers)  body ...
3. Virtual body image<br />Avatars represent our identity to others, <br />personalise our engagement with the environment...
Addressing literacies 1 - 3<br />One activity inworld helps develop these three literacies<br />SHOPPING<br />
4. Virtual body schema<br />With technology : appropriation<br />With bodies : proprioception<br />In combination : “appro...
Chilbo<br />24th April <br />2007<br />
5. Cultural literacy<br />Distinction between authentic (but different) online identity and roleplay<br />The different fo...
Addressing literacies 4 - 5<br />One activity inworld helps develop these literacies<br />CLUBBING<br />
0. Ideological (emotional?) literacy<br />Students may resist due to:<br />Perceptions about inauthenticity, or destructiv...
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ELESIG Digital Literacies

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A presentation prepared for the ELESIG meeting of 7 Oct 2009 on digital literacies, based on research conducted for PhD and THEATRON project

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ELESIG Digital Literacies

  1. 1. Literacies(?) for virtual worlds<br />Mark Childs<br />
  2. 2. Literacies?<br />Are the following literacies/competencies/states of mind? <br />Included in literacy framework?<br />Derived from the experiences of the:<br />THEATRON project http://cms.cch.kcl.ac.uk/theatron/ <br />PhD research http://go.warwick.ac.uk/ep-edrfap/<br />Presented in (roughly) the order in which they are acquired<br />Learning activities more effective when these are acquired<br />
  3. 3.
  4. 4. 1. Technical literacy<br />Common to all use of technologies<br />For SL typically around 40 mins to 1 hour to learn to navigate, interact, dress, communicate<br />Longer to learn to search, open, edit, build, <br />Stages of unconscious incompetence through to unconscious competence<br />Typically need to have acquired unconscious competence to focus on learning the subject rather than the use of the technology<br />
  5. 5.
  6. 6. 2. Beyond competency<br />SL is a very distracting environment, <br />Learning the things that can be done<br />(Dancing, flying, morphing, exploring)<br />And becoming inured to them (to some extent)<br />Perhaps an additional hour before learners are ready to focus <br />
  7. 7. RL digression<br />body image “a set of beliefs, attitudes and perceptions that are about one’s body” (Carruthers)  body projects  performance of identity<br />body schema is “the information one needs in order to move one’s own body (e.g. bodily posture and position, bodily constraints like size and strength of the limbs, kinematical constraints like the degree of freedom of the joints, etc)” (de Vignemont)<br />‘body schema is for action and body image is for identification’’<br />
  8. 8.
  9. 9. 3. Virtual body image<br />Avatars represent our identity to others, <br />personalise our engagement with the environment, <br />self-presence and self-attestation<br />Students’ discourse based on observing each other’s appearance<br />Making unfamiliar familiar<br />
  10. 10. Addressing literacies 1 - 3<br />One activity inworld helps develop these three literacies<br />SHOPPING<br />
  11. 11.
  12. 12. 4. Virtual body schema<br />With technology : appropriation<br />With bodies : proprioception<br />In combination : “approprioception”<br />Coincides with embodiment<br />A “physical” connection with the space<br />An emotional resonance with surroundings<br />Takes a long time to build – weeks<br />Enhanced through activity inworld (performance, interaction)<br />
  13. 13. Chilbo<br />24th April <br />2007<br />
  14. 14. 5. Cultural literacy<br />Distinction between authentic (but different) online identity and roleplay<br />The different forms of engagement (augmentationist, immersionist, innovationist)<br />Being aware of the communities in SL<br />Understanding the cultures<br />Tolerating differences, awareness of etiquette<br />Can take months<br />
  15. 15. Addressing literacies 4 - 5<br />One activity inworld helps develop these literacies<br />CLUBBING<br />
  16. 16. 0. Ideological (emotional?) literacy<br />Students may resist due to:<br />Perceptions about inauthenticity, or destructiveness, of virtual experiences<br />Anxiety regarding behaviours that challenge RL cultural norms<br />Perceived inappropriateness of “games” or fantasy in learning<br />Embodiment can raise problems<br />Begin with talking through issues<br />

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