Session about Digital Literacies
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Resources about Digital Literacies co-presented with Kim Beeman at a PD workshop for librarians at UWCSEA in Singapore on March 14, 2015.
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This case study will look at the use web 2.0 and social media in the design and delivery of the BA Professional Practice programme at Middlesex University. The programme utilised a set of enhanced literacies centred on a do-it-yourself inquiry philosophy, the application, sharing and reflection upon social experiences and the construction of professional identity, ‘for’ the practice of work, ‘at’ the practice of work and ‘through’ the practice of work (Garnett & Workman 2009; Hanley 2011; Kamenetz 2010).
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Digital literacy includes visual, electronic, and digital forms of expression and communication. It requires a lifelong commitment to remain literate as technology and culture change. Digital literacy provides benefits like higher performance with digital tasks, greater involvement with others, and more opportunities to participate and express opinions. However, there is no single definition of literacy that applies to all people and remains static over time. Constant updating of concepts and skills is needed to stay literate in the evolving information environment.
Multiliteracies Introduction
The document discusses the mission of education according to the New London Group. It aims to ensure all students can fully participate in society and the economy. Literacy pedagogy must account for increasing diversity and types of texts. The term "multiliteracies" describes the multiplicity of communication channels and increasing cultural diversity in a globalized world. It also summarizes how working, public, and private lives have changed with globalization, new technologies, and emphasis on markets and identity. Schools must prepare students for diverse and changing realities by transforming outcomes incrementally and supplementing what schools already do.
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This document discusses the concept of multiliteracies as developed by the New London Group. It was coined to describe the growing linguistic and cultural diversity in communities as well as the influence of new communication technologies where meaning is made through multimodal ways. The multiliteracies framework views knowledge and meaning as socially constructed and advocates for an education that develops flexible, active learners who can communicate and solve problems in diverse contexts rather than passively receiving information. It involves immersing students in experiences, overt instruction, critically analyzing socio-cultural contexts, and applying learning in new situations.
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The document discusses participatory culture and new media literacies. It defines participatory culture as having low barriers to participation, valuing contributions, and feeling social connection. New media literacies involve skills like collaboration, networking, and collective intelligence. The document explores forms of participatory culture like affiliations, creative expressions, collaborative problem solving, and circulations. It provides examples of online activities and resources that teachers could use to design instruction incorporating new literacies and participatory culture.
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The response of higher education programmes to the transformative and creative spaces promulgated by web 2.0 and social media has been both inconsistent and intermittent, ignoring and embracing the potential for collaboration, knowledge construction and bricolage (Franklin & Harmelen 2007; Grosseck 2009). Outside the constraints of a Virtual Learning Environment and the University firewall, web 2.0 can support a deconstruction of the role of the teacher, a significant re-evaluation of the way knowledge is constructed and shared and a dramatic re-thinking of the inter-connections between learners, the crowd and their wider, separate networks in which learning can also occur (Downes 2009; O'Reilly 2003; Siemens 2005).
This case study will look at the use web 2.0 and social media in the design and delivery of the BA Professional Practice programme at Middlesex University. The programme utilised a set of enhanced literacies centred on a do-it-yourself inquiry philosophy, the application, sharing and reflection upon social experiences and the construction of professional identity, ‘for’ the practice of work, ‘at’ the practice of work and ‘through’ the practice of work (Garnett & Workman 2009; Hanley 2011; Kamenetz 2010).
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Multiliteracies Introduction
The document discusses the mission of education according to the New London Group. It aims to ensure all students can fully participate in society and the economy. Literacy pedagogy must account for increasing diversity and types of texts. The term "multiliteracies" describes the multiplicity of communication channels and increasing cultural diversity in a globalized world. It also summarizes how working, public, and private lives have changed with globalization, new technologies, and emphasis on markets and identity. Schools must prepare students for diverse and changing realities by transforming outcomes incrementally and supplementing what schools already do.
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The document discusses participatory culture and new media literacies. It defines participatory culture as having low barriers to participation, valuing contributions, and feeling social connection. New media literacies involve skills like collaboration, networking, and collective intelligence. The document explores forms of participatory culture like affiliations, creative expressions, collaborative problem solving, and circulations. It provides examples of online activities and resources that teachers could use to design instruction incorporating new literacies and participatory culture.
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The document summarizes Dr. James Stanfield's lecture on alternative views of the future of learning. It discusses futures thinking and looking beyond short-term constraints. It also outlines OECD's learning framework 2030, which envisions developing student agency, knowledge, skills, attitudes and values to thrive in a changing world. The framework emphasizes competencies like creativity, collaboration and digital literacy.
What is Learning in a Participatory Culture?
The document discusses the shift towards participatory culture and how it impacts learning. It outlines three key points:
1) Young people are actively creating and sharing media online within social networks, requiring new skills like collaboration, problem solving and creativity. However, schools have been slow to adapt.
2) Informal learning through social media and online communities is stepping in, teaching skills like collective intelligence and transmedia navigation.
3) Studies show learning now occurs both in and out of school as youth seamlessly move between physical and online spaces, gaining knowledge through peer interactions and mentors in their interest areas.
Millennials
This document discusses the characteristics and media habits of 21st century learners, also known as the Net Generation. It notes that 8-10 year olds spend almost 8 hours per day consuming media, with most of that time spent outside the classroom. Only 38 minutes is spent reading books each day. The document advocates preparing students for their future by letting them create, collaborate, and communicate using technology in the classroom.
Engaging Digital Natives With Web 2.0 Pete&C
The document discusses how digital technologies and the internet have changed how students learn and engage with information. It describes key concepts like digital natives, participatory culture, Web 2.0, social software, and new literacies that have emerged in a networked world. Various online tools that support collaboration, communication, and learning are also presented, such as RSS feeds, blogs, wikis, and synchronous editing platforms.
TIG PD: "Take Your Classroom Global"
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
Pulitzer Center and Student News Action Network Powerpoint
The Pulitzer Center on Crisis Reporting provides short, accessible articles on under-reported international stories. It offers travel grants to journalists to cover issues from the field. The Center's Global Gateway program inspires students to engage with news and aims to educate students about global issues through online interactions with journalists and multimedia projects.
Early Adopters to Participatory Professional Development
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
CC0183_Brief_Literacy
This document discusses the changing literacy demands of the 21st century and recommendations for education policy. It notes that 21st century literacy requires skills like technology proficiency, collaboration, managing information, and ethical responsibility. Research shows that early childhood literacy programs, continued professional development for teachers, performance-based assessments, and technology infrastructure all help prepare students for 21st century literacy demands. The document recommends policies that support comprehensive literacy programs, professional development, performance assessments, and technology in schools.
Shall We Play?
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
Create to Learn: Digital Literacy in Higher Education
Renee Hobbs gives the keynote address at Explore, Create, Connect: The Inaugural Digital Literacy Symposium at the University Libraries of Virginia Tech
Web2Global German Fulbright
This document discusses using Web 2.0 tools to enable globally connected learning and allow students to connect, communicate, and collaborate with global peers. It emphasizes teaching students about the global world as an integral part of all subjects and using technologies like Skype, wikis, and social media to facilitate international collaboration on projects. The goal is for students to gain cultural understanding and global awareness by interacting with learners from other cultures.
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Pulitzer Center and Student News Action Network Powerpoint
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FETC "License to Cull: Art History, Media Literacy, Ethics and Photoshop"
The document discusses a Renaissance Photoshop project where students take photos of themselves, create layers in Photoshop to combine the images, and write a portfolio post about it. It then provides examples of photo manipulation and discusses digital literacy topics like intellectual property, fair use, copyright, and discussing ownership of works like the Mona Lisa.
Tech and Learning Live New York keynote by Karen Blumberg
Karen Blumberg discusses her professional learning network and development opportunities. She credits her PLN with influencing her work, and lists many educators who have impacted her learning. Blumberg promotes collaboration and sharing through meetups, conferences like Edcamp, and online communities. She emphasizes trying new technologies through prototyping and giving feedback to help drive continued learning.
License to Cull: Art History, Media Literacy, Ethics, and Photoshop at ISTE 2015
Slides from Yoshiko Maruiwa, Katelin O'Hare, and me presentation from ISTE 2015. http://www.isteconference.org/2015/?id=94397961
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My slides for "Our Blogs, Ourselves" presentation at the Spring Blog Festival organized by Dr. Nellie Deutsch on March 21, 2015
http://www.wiziq.com/teachblog/spring-blog-festival/
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Resources for DIY PD co-presented with Kim Beeman at a TeachUp held at UWCSEA in Singapore on March 14, 2015.
2014 Fall Biennial PAIS Conference #PAIS14
This document outlines professional development and learning opportunities for educators, including identifying tools for personalized learning, online and in-person professional networks, and self-directed professional development. It provides recommendations for newsletters, websites, hashtags, and social media accounts focused on education as well as local opportunities like edcamps and sessions at conferences.
9/29 Slides for Dr. Eliza Bobek's class
This document provides an overview of professional development resources and strategies for integrating technology in the classroom. It discusses:
1) The School at Columbia University which uses 1:1 devices and has designated technology integrators to support a diverse and progressive curriculum.
2) Recommendations for online professional learning including following educators on Twitter, participating in Twitter chats, using educational hashtags, and joining Google+ communities.
3) Examples of hands-on classroom projects integrating technology like using MakeyMakey for a 5th grade Olympics, stop motion art projects, and hand-sewn dolls in 2nd grade.
My presentation to Eliza Bobek's class
The document discusses using new media technologies like Google Apps, social networks, and digital tools in K-8 classrooms to support an integrated, progressive curriculum. It provides examples of how teachers can use hashtags on Twitter, G+ communities, and blogs to participate in professional learning networks and find educators. Hands-on projects like using LEGOs in math, stop motion animation in art, and circuitry tools help bring STEAM concepts to life for students.
Our Blogs, Ourselves #springblogfest
Slides from my presentation for the inaugural Spring Blog Festival.
https://docs.google.com/document/d/1PhgGIKGRxEPpMRfdOcaZ9HVM-zcO7DcEMrryhdFDyNQ/edit
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Crafting Your Digital Character #CO14
Slides from my presentation for Connecting Online 2014 conference. http://www.wiziq.com/courses/courseware.aspx?cInfo=MP7Z4Xew36%2f9yONrLVWEC4xbeXNXz%2bekqLWuJQYfB96ltYVoA37ICInApaZDL9XMyXrwqX6LUbYXo87wxVw02msJcFZKWQZ68%2bMngUnTHUh6cchMFuajqg%3d%3d
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Learn Outside the Box - short version
This document discusses various opportunities for professional development outside of traditional classrooms, including using social networks like Twitter to build professional learning networks. It provides tips on using hashtags and lists on Twitter to find other educators to follow and learn from. Various synchronous and asynchronous online learning options are presented, such as participating in online discussions or hangouts, reading blogs, and using resources from groups like the Library of Congress. The overall message is that educators have many options for continuing their own learning through open online communities and networks.
Learn Outside the Box: A world of professional development opportunities
This document provides information about a professional development session focused on personalized learning opportunities outside traditional models. The session will introduce DIY learning tools and help participants build a professional learning network. Attendees will learn about synchronous online and face-to-face opportunities through activities like speed innovating and breakout discussions. The goals are to identify tools for self-directed learning and connections for continued growth.
Global edconference
The document summarizes India's large population and income diversity by providing data on population size and income levels across different income classes. It also shows how perceptions of India's GDP growth have changed over time, from consistently high growth rates around 8-9% from 2010-2011 to below 5% in 2013. Additionally, it notes that India has one of the youngest populations in the world with over 50% of its population under 25 years old.
Renaissance Photoshop Project
This document discusses photo manipulation and provides examples of digitally altered photographs from various sources. It then provides instructions for a Renaissance Photoshop project where students take a self-portrait and composite it into a Renaissance painting using Photoshop. The instructions guide students through selecting and erasing parts of the image, adjusting layers and colors, and saving the final composite image. It prompts students to consider whether their created composites and other manipulated works can be considered art, and who owns such blended images.
License to Cull
The document discusses copyright and Creative Commons licenses. It provides information about different Creative Commons licenses and their terms, including Attribution, Attribution-ShareAlike, Attribution-NoDerivatives, and others. Resources are shared for finding Creative Commons media like images, music, and videos that can be used and remixed for school projects while still providing proper attribution to the creator. National education technology standards are also referenced that promote teaching digital citizenship and responsible use of copyrighted works.
Image Manipulation Intro
To launch our Renaissance Photoshop Project, Katelin O'Hare and I created this presentation. We discussed image manipulation throughout the ages and in the time of Photoshop.
Blumberg Google Summit NY/NJ #nynjgs13
This document discusses how an independent K-8 school on the Upper West Side of Manhattan uses Google Apps to facilitate collaboration. The school provides iPads to younger students and laptops to older students. Teachers have created Google Sites, Docs, Forms, and Sheets to support various classroom activities and independent projects. Students can work together in real-time on documents and presentations using these tools. The rollout of Google Apps at the school began in 2009 and was school-wide by 2010.
Image manipulation
The document provides instructions for a Photoshop project where students take a self-portrait and composite it into a Renaissance painting by erasing the background, copying their portrait, and pasting it into a layer above the painting layer. Students are then directed to transform, move, and adjust the layers and colors to blend the portrait with the painting. The final instructions are to save the composite as a JPEG and upload it to a class gallery.
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Session about Digital Literacies
- 2. ● 3rd grader deleted all the editors to the Newspaper's shared Google Site. ● 8th graders teasing each other by changing fonts on a shared Google Doc. ● 6th graders friending each other on our in-house social network. ● 5th graders cleaning up their lunch table. Recent teachable moments
- 3. What is new media?
- 4. What are new literacies?
- 5. “Bizarre Plagiarism Fight Erupts After Two People Take Exact Same Photo”
- 6. Are You the Consumer or the Commodity?
- 7. The new media literacies: a set of cultural competencies and social skills that young people need in the new media landscape. Participatory culture shifts the focus of literacy from one of individual expression to community involvement. Henry Jenkins, et al.
- 12. NETS for Students NETS for Teachers NETS for Administrators ISTE’s National Education Technology Standards
- 13. NCTE Definition of 21c Literacies ● Develop proficiency and fluency with the tools of technology; ● Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; ● Design and share information for global communities to meet a variety of purposes; ● Manage, analyze, and synthesize multiple streams of simultaneous information; ● Create, critique, analyze, and evaluate multimedia texts; ● Attend to the ethical responsibilities required by these complex environments.
- 14. Renaissance Photoshop in 6th Grade Art
- 15. Gapminder World
- 16. Shared Resources Feel free to add any additional information and resources to the shared GoogleDoc linked below: https://docs.google.com/document/d/1nLJt7VwcxcsTHcCndNMQDA RTNJhjmsGfg_fpzYUKZr4/edit?usp=sharing