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Digital literacies apr2010


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Digital literacies apr2010

  1. 1. Digital Literacies & DIY Moviemaking Literacy Volunteers of NJ “ Literacy for Life” PD conference Michele Knobel [email_address]
  2. 2. Literac ies …. <ul><li>are not just about “reading” and “writing” </li></ul><ul><li>are always about reading or writing (or viewing etc.) some thing for some purpose </li></ul>
  3. 3. Now read this: <ul><li>Behaviors allow the user’s interactions with the page to change the page, or to cause certain tasks to be performed. </li></ul>
  4. 4. Literacies are… <ul><li>“ socially recognized ways of generating, communicating and negotiating meaningful content mediated by encoded texts within contexts of participating in Discourses. ” </li></ul><ul><li>(Lankshear & Knobel, 2006: 32) </li></ul>
  5. 5. An example of meaning beyond the level of the text: Oolong the Pancake Bunny
  6. 8. LOLcats
  7. 9. LOLcats
  8. 10. LOLcats
  9. 11. Lolcats: <ul><li>Collaborative pooling of ideas/humor </li></ul><ul><li>Deeply intertextual </li></ul><ul><li>“ lolspeak” </li></ul><ul><li>Insider knowledge </li></ul>
  10. 12. Digital Literacies <ul><li>When we talk about “digital” literacies it’s helpful to distinguish between “new technical stuff” and “new ethos stuff” </li></ul>
  11. 13. New Technical Stuff <ul><li>“ You click for A and you click for red” </li></ul><ul><li>Digitally-mediated networks </li></ul><ul><li>DIY (do-it-yourself), tinkering, mucking around, etc. </li></ul><ul><li>High touch, low cost tools </li></ul><ul><li>Democratized access to quality finish and distribution </li></ul>
  12. 14. New Ethos Stuff <ul><li>Reflects the expansion of an emerging mindset </li></ul><ul><li>Evident in the logic of Web 2.0 </li></ul>
  13. 15. <ul><li>Value is a function of dispersion </li></ul><ul><li>A “post-industrial” view of production </li></ul><ul><ul><li>Products as enabling services </li></ul></ul><ul><ul><li>A focus on leverage and non finite participation </li></ul></ul><ul><ul><li>Tools are increasingly tools of mediation and relationship technologies </li></ul></ul><ul><li>The focus is increasingly on “collectives” as the unit of production, competence, intelligence </li></ul><ul><li>Expertise and authority are distributed and collective; hybrid experts </li></ul><ul><li>Space is open, continuous and fluid </li></ul><ul><li>Social relations of emerging “digital media space” are increasingly visible; texts in change </li></ul><ul><li>Value is a function of scarcity </li></ul><ul><li>Production is based on an “industrial” model </li></ul><ul><ul><li>Products are material artifacts and commodities </li></ul></ul><ul><ul><li>Production is based on infrastructure and production units and centers (e.g., a firm or company) </li></ul></ul><ul><ul><li>Tools are mainly production tools </li></ul></ul><ul><li>The individual person is the unit of production, competence, intelligence </li></ul><ul><li>Expertise and authority are “located” in individuals and institutions </li></ul><ul><li>Space is enclosed and purpose specific </li></ul><ul><li>Social relations of “bookspace” prevail; a stable “textual order” </li></ul>The world increasingly operates on non-material (e.g., cyberspatial) and post-industrial principles and logics. The world is “decentered” and “flat.” The world basically operates on physical/material and industrial principles and logics. The world is “centered” and hierarchical. Mindset 2 Mindset 1
  14. 16. Web 1.0 Web 2.0 Google Netscape Tagging (“folksonomy”) Directories (taxonomy) Wikis Content management systems Participation Publishing Weblogs Personal websites Wikipedia Britannica Online Flickr Ofoto
  15. 17. Clarifying Web 1.0 / Web 2.0
  16. 18. Participating fully in digital literacies <ul><li>Aesthetics, appreciation, form and composition are all key dimensions of many digital literacy practices </li></ul><ul><li>Includes willingness to share, work collaboratively, support others’ contributions </li></ul><ul><li>Includes conceptualization of the production, the design, “insider” norms and criteria for judging quality </li></ul>
  17. 19. Being an AMV remixer <ul><li>Before you get started on your own video, you must first figure out what is a good anime music video and what makes it good. Figuring this out isn’t some 10 minute revelation. You have to watch many videos over and over again that are considered good. Watch them closely. Watch them several times in a row. Why is the video good? Be sure to view a minimum of Phade’s Required Viewing [hyperlink]. Figure it out and then try to do what they did. </li></ul><ul><li>( </li></ul>
  18. 20. For example….
  19. 21. Fan Fiction
  20. 22. DIY Manga comics
  21. 23. Wikipedia
  22. 24. Podcasting <ul><li>E.g., </li></ul>
  23. 25. Machinima <ul><li>Affinity space: </li></ul>
  24. 26. So what? <ul><li>The deep importance of recognizing adult learners’ existing literacy proficiencies and practices </li></ul><ul><li>“ Participation” is deeply meaningful </li></ul><ul><li>The importance of understanding the “new ethos” of current times </li></ul><ul><li>We each need to find ways to leverage digital literacies in formal learning contexts </li></ul>
  25. 27. <ul><li>Examine a range of digital literacies resources </li></ul><ul><li>Free music to download under “Anime music videos”. A how-to chapter on digital movie making is here, too </li></ul><ul><li>Feel free to explore and contribute your own materials </li></ul>
  26. 28. Workshop: Movie making <ul><li>Look for these icons : </li></ul>
  27. 29. Moviemaking: Windows Movie Maker
  28. 30. Moviemaking
  29. 31. Moviemaking (iMovie ‘08)
  30. 32. /end file Make Love, Not Warcraft -- Artard