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Digital Literacy as Collaborative, Transdisciplinary, and Applied

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Julie Coiro and Renee Hobbs talk about their vision of digital literacy as it has been influenced by their collaborative work in developing the URI Graduate Certificate Program in Digital Literacy.

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Digital Literacy as Collaborative, Transdisciplinary, and Applied

  1. 1. Digital Literacy as Collaborative, Transdisciplinary, and Applied Julie Coiro and Renee Hobbs Coiro@uri.edu Hobbs@uri.edu University of Rhode Island AERA 2017
  2. 2. What does digital literacy mean to you? Over the four years together, we’ve realized important similarities, overlaps & connections
  3. 3. Theoretical Lenses • Learning involves active meaning making through a process of inquiry and discovery (Bruner, 1960; Dewey, 1976) • Meaning making involves examining content and form of messages as well as affordances and limitations of technologies used to create them (McLuhan, 1964). • Literacy practices are situated, contextual cultural practices (Vygotsky, 1978) that use multimodality (Kress, 2010) to activate multiple modes of knowing (Gardner, 1983).
  4. 4. • Digital participation promotes personal and social reflection, personal autonomy, and collaboration (Hobbs, 2010; Jenkins, 2006). • Learning outcomes support literacy practices by reshaping relationships between teachers and learners and between learners and their culture (Freire, 1970). Theoretical Lenses
  5. 5. “Two sides of life; Two sides of the literacy coin” Texts of the Classroom … Doing School & Learning Information Access & Consumption New Literacies and Online Reading Comprehension Question, locate, evaluate, synthesize, & communicate information JULIE Texts of the Culture … Doing Life & Citizenship Information Analysis & Production Media Literacy & Digital Authorship Examine mass media & popular culture and respond in diverse ways RENEE LIFE LITERACY
  6. 6. In school K-12 teachers Library-Media Spec. Tech Specialists Teacher Educators Community Media Makers Skills, strategies, dispositions with range of texts How & why can each support these skills?
  7. 7. Weaving our individual conceptions of digital literacy into a single framework Classroom Inquiry Practices Digital Literacy Competencies Print Literacy Competencies
  8. 8. Classroom Inquiry Practices Realizing text purposes are more important to help articulate specific digital literacy competencies and relevant pedagogical practices Literacy [Print & Digital] Competencies Informational Texts Persuasive Texts Entertaining Texts Social Texts
  9. 9. But it’s more than that… The power of COLLABORATION (2015) Journal of Adolescent & Adult Literacy Digital & Media Literacy Competencies (Renee) Classroom Inquiry Practices (Julie)
  10. 10. Designing items in a survey for research around the institute helped us realize/ conceptualize the following... Literacy Competencies Teaching Practices DIGITAL Texts & Tools = Increased Agency for Learners & Teachers Voice Choice Reading Authorship Inquiry Analysis Collaboration Creation Reflection Social Action
  11. 11. DIGITAL = Increased Agency (Voice & Choice) I can make a difference… Teachers • Freedom and Autonomy to Explore • Collaboration • Curriculum Design • Leadership Learners • Ask own questions, choose their own topics & texts • Talk through meaning together • Choose their tools to creatively express and take action; • Analyze texts & Reflect on action Increased interest, motivation, sense of belonging, confidence, and engagement! Respectful of In-School Spaces Wider range of texts, tools, & ways to express ideas
  12. 12. Build agency within constraints of school-based learning spaces…. • Personal vs. Personalized: Foster teacher agency to design own structures for inquiry-based digital learning (rather than de-skilling teachers to be monitors of digital playlists) – The power to support and scaffold (guided inquiry) – The power to back off and invite creative open inquiry • Example: Genius Hour/20 Time: Foster interest and innovation with media and technology within the structures of school (grades, curriculum, standards)
  13. 13. How have we turned our new knowledge about digital literacy into action? • Summer Institute Tier 1 (Voice & Choice for Teachers) • Seminar in Digital Literacy (Online Reading Comprehension) • Seminar in Digital Authorship (Purpose, Audience, and Implications) • Summer Institute Tier 2 (Leading to Inspire Others – The Leadership Challenge) • Freedom/Exploration • Collaboration • Curriculum Design • Leadership • Digital Literacy Competencies • Digital Texts & Tools • Digital Teaching Practices Graduate Certificate in Digital Literacy
  14. 14. Next Steps • Leadership through digital deliberation: By deliberating pros/cons of multiple stakeholders around tricky school issues through dialogue and collaboration, we can come to consensus on key decisions and create positive change in school • Rethinking teacher education: Inquiry is not easy for students and challenges of high stakes certification requirements; by designing “a playpen with tight boundaries” to study a constrained, but interesting problem for our students, we can move one step closer to engaged life-long learners
  15. 15. FOR MORE INFORMATION: http://mediaeducationlab.com
  16. 16. Digital Literacy as Collaborative, Transdisciplinary, and Applied Julie Coiro and Renee Hobbs Coiro@uri.edu Hobbs@uri.edu University of Rhode Island AERA 2017

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