Presentation on networked literacies for Literacy GAINS Summer Camp, Parry Sound Ontario.
A mashup of several presentations with a new twist around literacy.
Emerging research is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screen are different from the traditional literacy skills of reading, writing, viewing and listening.
Presentation given at the "Media Literacy for all" European Conference organized by the Belgian CSEM at the European Parliament, Brussels, December 3rd, 2010 (theme of the session: What media skills are necessary for active citizenship?)
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
Intellectual Freedom in Libraries : from books to AIMartel D.
Presentation to the CFLA-FCAB conference, May 2th 2018, in Regina, Saskatchewan, Canada on intellectual freedom. Panel with Mary Cavanagh, Pilar Martinez, James Turk, Jeff Barber (moderator).
Presentation on networked literacies for Literacy GAINS Summer Camp, Parry Sound Ontario.
A mashup of several presentations with a new twist around literacy.
Emerging research is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screen are different from the traditional literacy skills of reading, writing, viewing and listening.
Presentation given at the "Media Literacy for all" European Conference organized by the Belgian CSEM at the European Parliament, Brussels, December 3rd, 2010 (theme of the session: What media skills are necessary for active citizenship?)
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
Intellectual Freedom in Libraries : from books to AIMartel D.
Presentation to the CFLA-FCAB conference, May 2th 2018, in Regina, Saskatchewan, Canada on intellectual freedom. Panel with Mary Cavanagh, Pilar Martinez, James Turk, Jeff Barber (moderator).
Bex lecture 5 - digitisation and the museumBex Lewis
Lecture given on Thursday 6th May to first years on History module "Creating and Consuming History", encouraging them to think about the possibilities of digitisation in museums (the heritage sector/historical research), and the benefits and otherwise of some of the tools currently available.
ARV Crisis Forum: http://arv13crisisforum.wordpress.com/
Using Social Network Sites and Mobile Technology to Scaffold Equity of Access to Cultural Resources
Presentation to ANU's Learning Communities group on the topic of "Creating and Supporting Online and Dispersed Communities", 4 May 2011, Burton & Garran Hall, ANU
Information Literacy for 21st Century lifeSheila Webber
This presentation was given by Sheila Webber at the Oeiras a Ler conference held at Oeiras Municipal Library, Portugal, on 20 May 2010 ( http://oeiras-a-ler.blogspot.com/search/label/Encontro%20Oeiras%20a%20Ler). I identify some of the different ways in which various groups of people experience information and information literacy (IL) in the 21st Century, with reference to 21st Century research. I go on to discuss some of the key aspects of IL that need more attention. I see these elements as evolutionary development of IL as a 21st Century concept, not as something completely new and different.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Bex lecture 5 - digitisation and the museumBex Lewis
Lecture given on Thursday 6th May to first years on History module "Creating and Consuming History", encouraging them to think about the possibilities of digitisation in museums (the heritage sector/historical research), and the benefits and otherwise of some of the tools currently available.
ARV Crisis Forum: http://arv13crisisforum.wordpress.com/
Using Social Network Sites and Mobile Technology to Scaffold Equity of Access to Cultural Resources
Presentation to ANU's Learning Communities group on the topic of "Creating and Supporting Online and Dispersed Communities", 4 May 2011, Burton & Garran Hall, ANU
Information Literacy for 21st Century lifeSheila Webber
This presentation was given by Sheila Webber at the Oeiras a Ler conference held at Oeiras Municipal Library, Portugal, on 20 May 2010 ( http://oeiras-a-ler.blogspot.com/search/label/Encontro%20Oeiras%20a%20Ler). I identify some of the different ways in which various groups of people experience information and information literacy (IL) in the 21st Century, with reference to 21st Century research. I go on to discuss some of the key aspects of IL that need more attention. I see these elements as evolutionary development of IL as a 21st Century concept, not as something completely new and different.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Presentation from seminar on Popular Representations of Development: Insights from Novels, Films, Television and Social Media by Michael Woolcock, World Bank and John F. Kennedy School of Government at Harvard.
What lies over the horizon? Scenarios to the Future of Social Sciences in the...Shermon Cruz
The year was 2040 when the social sciences transformed into something really unrecognizable.
The social science catalogue now includes courses like coding and decoding, myth and magic, food futures, reality engineering, micropolitics, macrohistory and macrofutures, decolonization, re-creativity and re-invention, foresight studies, big history and galaxies, robotics and space sciences, spirituality and social transformations, etc. This was the tip of the iceberg. The climate of uncertainty and the explosive success of digital technology not to mention some game-changing events like the Occupy Wall Street, the discovery of the Higgs-boson like particle, the emergence of culture as driver of new economic growth among others continue to influence our ways of knowing and re-perceiving the social sciences.
Recently, many academics have speculated about the future of the social sciences. The shape of things to come will certainly come in a digitized content and more according to experts. This paper explored some scenarios on the futures of the social sciences. It tracked emerging developments and explored the possible, plausible, and preferred social science scenarios in 2040. It employed the futures triangle and archetypal scenario (business as usual, best case, worst case, outliers) methods developed by Sohail Inayatullah and Peter Schwartz respectively.The purpose of this paper is to anticipate events and leverage the changes shaping the future of the social sciences.
Presentation at the workshop on Decolonisation of the curriculum, arranged by Ad hoc Senate task team on the decolonisation of knowledge. On 24 May 2016 at APK UJ
A playful stroll thru heuristic fields of thought & feeling, focused upon opportunities for Foreign Language Learning Pedagogy to be transformed by New Media (Lev Manovich), NeuroCinematics, WeChat/WhatsApp, English Corners, right-brained learning/acquisition. Wikinomics and the practices of mass collaboration can be used by language learners for income generation--by doing audio editing of their target language to expandtheir level of i+1 (Krashen's concept of expanding one's level of comprehension of the target language input),by using repetition of audio segments (speeches/film dialogues/songs/etc.), silence, background music, slowing the speed of speech (but not the frequency). Such income-generating mass collaboration projects can benefit economically-challenged individuals/schools/NGOs/etc.
Between Social Justice and Decolonisation: Exploring South African MOOC desig...Taskeen Adam
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
Pages 235-244
Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
Presentation at the European Distance Education and E-Learning Network (EDEN) Conference, Genoa, Italy, 17-20 June 2018. Authors: Paul Prinsloo, Sharon Slade and Mohammad Khalil
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Home assignment II on Spectroscopy 2024 Answers.pdf
Networked literacies and agency - an exploration
1. Networked literacies
& agency: a
(personal)
exploration
By Paul Prinsloo (University of South Africa)
Presentation at
Centre for Innovation in Learning and Teaching (CILT), University of Cape Town, Thursday 9 April 2015
2. ACKNOWLEDGEMENTS
The presenter owns the copyright of some of the images in
this presentation (indicated as CC Paul Prinsloo). All other
images have been sourced from Google labeled for non-
commercial reuse.
This work (excluding the images) is licensed under a
Creative Commons Attribution-NonCommercial 4.0
International License
3. Overview of the presentation
• Positioning myself
• Literacy/ies in context
• Critical literacy as point of departure
• A personal narrative – the importance of context/field
• Literacy through a social cognitive theory lens
(Bandura)
• Literacy and field theory (Bourdieu)
• Functionings, capabilities, well-being and critical
agency (Sen)
• A personal note on literacy-as-agentic identity as
researcher
• (In)conclusions
4. Disclaimer: Positioning myself
There are many possible ways to approach and think about the notion of ‘literacy.’
I approach/reflect upon ‘literacy’
• Acknowledging the influence of the work of Zygmunt Bauman, Albert Bandura
and a personal understanding of Actor Network Theory
• From a “critical literacy” perspective (eg Apple, 1992; Bishop, 2014; Behrman,
2006; Lankshear & McClaren, 1993; Morrell, 2004, 2007)
• Work on intersectionality and literacy as critical, situated, “boundary work”
(Bishop, 2014; Budd & Lloyd, 2014; Nicholson, 2014)
5. What does it mean to be
(il)literate? How do we define
(il)literacy?
6. What does it mean to be literate and agentic
(literacy-as-networked-agency) when…
Who I am and the literacies and agency I have - were shaped by
• My circumstances, race, gender, context, historical-moment-in-
time?
• My socio-material conditions
• The choices I made
• The choices that were made for me
• Other people – known and unknown
• Material conditions and technologies as actors
• Chance, matterings and happenings?
7. What does it mean to be literate and agentic
(literacy-as-networked-agency)…
8. What does it mean to “live a fully human dignified life
[and] what education contributes to this, and how [do] we
assess its contribution?”
(Walker, 2012, p. 384)
What does it mean to be literate (enough?) to make
informed, embodied and entangled choices on a playing
field that is uneven and formed and maintained by socio-
material power relations?
9. A deluge of literacies
Information literacy
Media literacy
Digital literacy
Cyber
literacy
Information
fluency
Fluencies for a global
digital citizen
Competencies for media and digital literacy
Multiple intelligences
Five minds of the future
10. And the latest kid on the block - Metaliteracy
(Mackey & Jacobson, 2011)
Image credit: http://metaliteracy.cdlprojects.com/what.htm
Understand format
type and delivery
mode
Evaluate user
feedback as active
researcher
Create a context for
user-generated
information
Evaluate dynamic
content critically
Produce original
content in multiple
media formats
Understand personal
privacy, information
ethics and
intellectual property
issues
Share information in
participatory
environmentsMackey, T.P., & Jacobson, T.E. (2011). Reframing
information literacy as metaliteracy. College &
Research Libraries, 72(1), 62-78.
11. Our taxonomies and typologies of literacies
depend on our lens…
• The ‘digital age’ (Bawden
2001; Littlejohn, Beetham, &
Mcgill 2012; Knobel &
Lankshear 2007)
• ‘employability’ (Fugate,
Kinicki, & Ashforth 2004)
• ‘sustainability’ (Krosnick et al
2000; Major & Atwood, 2004;
Rowe, 2002; Weingart et al,
2000)
Image credit:
http://commons.wikimedia.org/wiki/File:Hand_sho
wing_lens_demonstration.jpg
12. The range of individual autonomy is expanding,
increasingly being “burdened with the functions that
were once viewed as the responsibility of the state”
(Bauman, 2011, p. 16). Individuals are increasingly
faced to respond to socially produced problems…
At no other time has the necessity to make choices
been so deeply felt and has choosing become so
poignantly self-conscious, conducted under
conditions of painful yet incurable uncertainty, of a
constant threat of ‘being left behind’ and of being
excluded from the game, with return barred for
failure to live up to the new demands” (Bauman,
2012, p. 21)
Why do ‘literacies’ (and our lists
and definitions) matter?
14. Lists as Noah’s ark…
Image credit:
http://commons.wikimedia.org/wiki/File:Noah%27s_Ark_on_M
ount_Ararat_by_Simon_de_Myle.jpg
Possibly underlying our anxious
search for definitions of
“literacy” is an unease that the
knowledge maps of the past
have, to a large extent, been
proven to be fragile (Barnett,
2000) and (possibly) the
illegitimate offspring of
unsavory liaisons between
ideology, context and
humanity’s gullibility in believing
in promises of unconstrained
scientific progress… (Prinsloo, in
press)
(also seeGray, 2004; 2014).
15. Literacy has become our hope for creating a
center that holds… As such we experience a
“crisis of proposals and a crisis of utopias”
(Max-Neef, Elizalde, & Hopenhayn, 1991, p. 1)
when “the old is dying and the new cannot be
born” (Gramsci, 1971, p. 110).
16. • “Literacy is a political
battleground” (Bishop, 2014, p.
51)
• Critical literacy, then, is learning
to read and write as part of the
process of becoming conscious
of one’s experience as
historically constructed within
specific power-relations”
(Anderson & Irvine, 1993, p. 82)
Literacy through a critical lens
Critical consciousness –
“to read the world”
17. Image credit: http://en.wikipedia.org/wiki/Interactome
I am here…
Beginning date:
unsure
Up to present:
2015
Future?
Understanding literacy as embodied, entangled, relational,
networked, mediated and mediating context-specific
capabilities and choices: A personal journey…
18. My story of becoming and being
(il)literate*…
1948 – eleven years before I was born, the National Party came
into power
Image credit:
http://espressostalinist.files.wordpress.com/2011/01/europeans-
only.jpg
Image credit: http://en.wikipedia.org/wiki/Apartheid
* Adapted from Prinsloo, O. (2014). Mene, mene, tekel, upharsin : researcher identity
and performance. Retrieved from http://hdl.handle.net/10500/14415
19. [(habitus)(capital)]
1956 – the Bantu Education Act of 1955
"There is no place for [the Bantu] in the
European community above the level of certain
forms of labor ... What is the use of teaching the
Bantu child mathematics when it (sic) cannot use
it in practice?“ (Hendrik Verwoerd, Minister of
Native Affairs)
19
Three years before I was born…
20. When I was two years old…
Image credit: http://ificould.co.za/human-rights-day-2013-commemorating-
the-sharpeville-massacre/
• 69 Black South
Africans murdered
• 187 people wounded
• African National
Congress and the Pan
Africanist Congress
banned
21. When was born in 1959 and classified as
“white” and “European”
Image credit: http://en.wikipedia.org/wiki/Apartheid
In a town with a siren that
went of at 9 pm at night
after which everyone who
was non-White had to be
outside of the boundaries of
the town.
22. In 1961 – South Africa became a Republic – with the
majority of its population not being citizens
In 1965 – I started school – two years earlier than Black
children of the same age. White and Black children had
different syllabi – Black children were taught gardening and
music…
From 1966-1971 – 3 million South Africans resettled in
reserves
Copyright: Paul Prinsloo
23. I matriculated in 1976
… with Soweto
burning with 575
people killed
Image credit: http://kgothatsomanale.blogspot.com/2013/06/soweto-uprising-16-june-1976.html
1976 was also the year my dad
died, and I started to waiter and
be a petrol attendant to make
ends meet…
24. In 1977 I enrolled …
Image credit: http://en.wikipedia.org/wiki/File:Logo_University_of_Pretoria.PNG
As Afrikaans speaker, I had 19 universities to choose (of which six had
Afrikaans as language of tuition) from compared to 2 universities
dedicated to colored students, 2 for the exclusive enrollment of Indian
students and 6 for the exclusive use of Black students…
25. 25
Acknowledging white privilege and the way it shaped my
education and provided me with opportunities is not
surrendering to the notion of victimhood and suffering that is
prevalent in the much of the current white, Afrikaner discourse.
There is a vast difference between recognising the “historic
burden of whiteness” and self-abasement or lame apologies
(O’Hehir, 2014). Personally, it is impossible and disingenuous
to ignore how my race and gender shaped my opportunities,
and provided me with social, cultural and economic capital.
My race and gender, and the socioeconomic circumstances of
my family allowed me to play on a field while many others were
excluded from playing. (Also see Bowler, 2014; Crosley-
Corcoran, 2014; Gedye, 2014)
Prinsloo (2014)
27. Literacy through a social cognitive theory lens
“People do not operate as autonomous agents. Nor is their
behaviour wholly determined by situational influences. Rather,
human functioning is a product of a reciprocal interplay of
intrapersonal, behavioural, and environmental determinants..
This triadic interaction includes the exercise of self-influence as
part of the causal structure” (Bandura, 2006, p. 165; emphasis
added).
Human agency Structural arrangements in
a particular context
Human agency Structural arrangements in a
particular context
28. Three modes of agency (Bandura, 2006)
Three modes of agency namely individual, proxy and collective.
These three modes do not function separately or independently,
but “everyday functioning requires an agentic blend of these
three forms of agency” (Bandura, 2006, p. 165)
Proxy agency as being required when “people do not have
direct control over conditions that affect their lives… They do so
by influencing others who have the resources, knowledge, and
means to act on their behalf to secure the outcomes they
desire” (Bandura, p. 165; emphasis added)
29. Individual agency in fluid times…
“Given that individuals are producers as well as products of
their life circumstances, they are partial authors of the past
conditions that developed them, as well as the future courses
their lives take” (p. 165).
Agentic management of fortuity - “People are often
inaugurated into new life trajectories, marriages, and careers
through fortuitous circumstances” (p. 166)
“They can make chance happen by pursuing an active life that
increases the number and type of fortuitous encounters they
will experience” (p. 166)
30. Image credit: http://www.allstaractivities.com/images/soccer-positions.gif
In order to be literate/ a player in the 21st century I need
to understand the field, the game, and my position, and
my skills
• Boundaried site
• Players have set/
predetermined positions
• Rules are predetermined
• Written and unwritten
rules
• Players have different
skills
• What players can do is
determined by their
position on the field
• The physical condition of
the field impacts play
31. CAPITAL:
What type of “capital” I
have or don’t have
• Economic
• Cultural
• Social
• Symbolic
HABITUS: Who and how my
past shaped/shapes me:
• Genetic makeup
• Gender
• Race
• Socio-economic circumstances
• Parental background
• Geopolitical location
• Educational experiences
• Health
• The choices I made in the past…
• My dispositions
• Etc.
These are durable and transposable
(Maton, 2012)
In order to be literate in a networked and (un)flat world I
need to know…
THE FIELD:
How does the field in which I
find myself in, shape me?
What/who shapes the field?
Who are the (other) players in
the field:
• Who are they?
• How come they are
shapers?
• What are the rules?
• Who are the referees?
Image credit: http://en.wikipedia.org/wiki/College_soccer
32. Looking at metaliteracy from a field theory (Bourdieu)
perspective
The “field” is not a benign, pastoral space, but rather le champ – a battle
field, where players have set positions, predetermined paces, specific
rules which novice players must learn together with basic skills.
“What players can do, and where they can go during the game, depends
on their field position. The actual physical condition of the field (whether
it is wet, dry, well grassed or full of potholes), also has an effect on what
players can do and this how the game is played” (Thompson, 2012, p. 66)
[(habitus)(capital)] + field = practice/agency
(Maton, 2012, p. 50)
33. A field theory perspective on agency
My dispositions - how my
past and present (and my
understanding thereof)
shaped and still shape me
The capital that I have
acquired in the process
(or not)
The field – the
context in which I
find myself in. This
is not a neutral
space, but is, itself,
shaped by various
structures, and
agencies of
individuals and
collectives
My practice/agency and my
understanding thereof…
We are not “pre-programmed automatons acting out the
implications of our upbringings” (Maton, 2012, p. 50).
34. Functionings:
Things over which I
have command –
literacies, skills,
shaped by choice,
habitus, context,
need
Capabilities:
A selection of
functionalities in a
particular context,
need
Well-being:
Being able to
make choices (in
recognition that
choices are
constrained by
others, values
and context)
Critical agency:
The freedom to act
but also the
freedom to
question and
reassess
A personal understanding: Literacies, agency,
well-being – Amartya Sen
35. Functionings:
Things over which I
have command –
literacies, skills,
shaped by choice,
habitus, context,
need
Capabilities:
A selection of
functionalities in a
particular context,
need
Well-being:
Being able to
make choices (in
recognition that
choices are
constrained by
others, values
and context)
Critical agency:
The freedom to act
but also the
freedom to
question and
reassess
A personal understanding: Literacies…
36. Image credit: http://en.wikipedia.org/wiki/Interactome
I am here…
Beginning date:
unsure
Up to present:
2015
Understanding my researcher literacy as embodied, entangled,
relational, networked, mediated and mediating context-specific
capabilities and choices: A personal journey…
37. Understanding the field of
becoming and being a researcher
1.The broader higher education context
2.The move to digital and networked
identities
3.The (changing) rules of performing
research
37
41. The field: The rules of performing
research
• The Unisa context
• My performance agreement
• Other rules:
Not all journals are created equal
Concerns about the quality in ‘A’ rated
journals
The minefield of choosing a journal
Breaking into the global North…
42. Understanding the field of becoming and being a
researcher: [(habitus)(capital)] + field = agency
43. Agentic researcher identity &
as plural, dynamic construct…
Researcher
identity
How we
measure/what we
value and who
values…
Age
Home
language
Researcher
performanceRace
Gender
Researcher identity
as performance
Location
Health
Culture
44. THANK YOU
Paul Prinsloo (Prof)
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences, Office number 3-15, Club 1, Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp