The document discusses the impact of social media and technology on teaching, learning, and literacy. It argues that technological environments actively reshape both people and technologies. While students may be proficient users of technology, there is little evidence they understand how to transfer skills across platforms. The document advocates for nurturing a "digital habitus," which refers to a new set of values and practices developed through participation and agency with digital tools and social media.
4. Image and quote by Dean Shareski http://www.flickr.com/photos/shareski/2655113202/in/pool-858082@N25 (CC BY-NC 2.0)
5. More than a resource
http://www.flickr.com/photos/graciepoo/215649963/
6. Any technology tends to
create a new human
environment...
Technological environments
are not merely passive
containers of people but are
active processes that
reshape people and other
technologies alike.
M. Mcluhan, 1962
8. Digital literacies defines those who exhibit a
critical understanding and capability for
living, learning, and working in the digital
society. JISC, 2013
13. “Learners do not appear ‘to see beyond’
the immediately obvious functionality of
the technology and there is little evidence
of transfer”
Clark et al, 2008, p.68
14. “To possess the machines,
[they] only need economic
capital; to appropriate them
and use them in accordance
with their specific purpose
[they] must have access to
embodied cultural capital,
either in person or by proxy”
Pierre Bourdieu
1986
15. The beginning of a new habitus
(that needs to be nurtured; not ignored)
How we do things around
here
historical continuum
Dispositions
16. Technology…
How we do
things
around here
How they do
things
around here
change
disrupts the historical continuum
17. Digital Habitus specific set of
values/practices
Participation
Agency
Social media has created a new world that –in one way or another - affects us all
And some people take it very seriously
To the extent that affects some of us more than other – but in general we are all affected by it – it affects the way we work, shop, socialise, live
And for that matter learn (but that is more outside the educational walls than inside
And that has to do with the traditions and the habits – the history associated with the profession of both being a teacher and a learner !
from the school walls into the world
human interaction
In recognising the need to promote literacies for a world in transition, Hinrichsen and Coombs (2013) have developed a critical literacy framework mapping curriculum design into learner attributes. In doing so, they built on Luke and Freebody’s (2003) “Four Resource Model” that encapsulates a multi-literate requirement for reading through the use of the following roles: (1) Code breaker, (2) Meaning maker, (3) Text user and (4) Text critic by “adding a fifth resource, Persona, to accommodate the social and identity relations of the contemporary digital environment” (ibid, n/d) This resulted in the “Five Resource Framework”