Glit6757 producersofresearch sem1


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  • 01/28/11
  • 01/28/11
  • 01/28/11
  • 01/28/11
  • 01/28/11
  • 01/28/11
  • 01/28/11
  • 01/28/11
  • 01/28/11
  • Glit6757 producersofresearch sem1

    1. 1. Teachers as Producers of Research GLIT 6757: Literacy & Inquiry Colin Lankshear & Michele Knobel
    2. 2. Slideshow available here:
    3. 3. Focus of this course <ul><li>Learning to “be” qualitative researchers </li></ul><ul><li>Understanding that qualitative research is a logically-ordered, systematic process </li></ul><ul><li>Learning to report research outcomes in an academic manner </li></ul>
    4. 4. The logic of research p. 29 of textbook
    5. 5. Nature of this course 1 . Work in self-selected groups/teams (3-5 members) to produce a digital media artifact and collect detailed data pertinent to understanding the nature and process of your individual and collective activity. 2. Collectively write an academic research report that discusses patterns in your data with reference to relevant research and theoretical literature. the process and experience of producing your digital media artifact in terms of what
    6. 6. In short…. You will be learning to be(come) teacher researchers by (1) producing a digital media artifact and (2) systematically analysing data you have collected from the standpoint of learning (individually and collectively) to engage in a new ltieracy.
    7. 7. Typical new media/literacy project <ul><li>Podcasting </li></ul><ul><li>Stop motion animation </li></ul><ul><li>Music video editing (incl. anime music video remixing) </li></ul><ul><li>Remixing music </li></ul><ul><li>Machinima </li></ul><ul><li>Flash animation </li></ul><ul><li>Photoshopping </li></ul><ul><li>Other (e.g., creating an app, movie trailer remixes) </li></ul>
    8. 8. Documenting your project: collecting spoken, written and observed data <ul><li>Observed data : your fieldnotes, your photographs/videos of the group working, screen grabs/captures, etc. </li></ul><ul><li>Spoken data : Verbatim recording or documentation of what people said (can be written down or audio-recorded) </li></ul><ul><li>Written (extant) data : Online tutorials, helpful websites, how-to videos, troubleshooting, discussion boards, text-focussed screen grabs </li></ul>
    9. 9. Writing good fieldnotes Fieldnotes Preliminary patterns/hunches/analyses I located a useful website that helped with converting files. Tuesday 11:03am I searched with google using the phrase “file conversion” and located a blog ( that recommended a free online service called Zamzar ( Zamzar is fully online which means I was able to …… BAD EXAMPLE     Conceptual: Accessing distributed expertise a la Jenkins’ “participatory culture”   Technical stuff: media files need to be compatible with the editing software   Other: Web 2.0 – free software service located entirely online (cf., shift to webtop from desktop)
    10. 10. By the end of today's session <ul><li>Have decided who's in your group </li></ul><ul><li>Have settled upon what kind of artifact to produce </li></ul><ul><li>Have set up a new Google Doc that lists your group members' full names and email address, along with your artifact type. Include us as editors on your Doc (, </li></ul><ul><li>Made a start on producing your artifact and writing your fieldnotes and other written, observed and spoken data. </li></ul>