Lecture 3. New Media Literacy and New Knowledge

New media literacy and new forms of knowledgeMegan Poore

Overview๏ Old practices and new

learning๏ ICT literacy definitions

and standards๏ Digital divide and

inclusive practice๏ Literacy and human

flourishing๏ Classroom praxis

Old practices๏ Not much has changed in schooling since the

19th century‣ Unchanged curriculum (facts, memorisation

for tests)‣ Old technologies (effective whiteboard and

digital media use a rarity, not the norm)‣ Transmission practices (I speak, you listen)‣ Teacher-centric (teacher as the main

repository of information in the room)

Old practices๏ Characterised by ‣ Inflexibility‣ Passivity‣ One-to-many instruction‣ The notion of the monolithic learner‣ Competition‣ Memorisation‣ Separation

Based on Churches, Andrew. 21st century learning spaces. Available at http://edorigami.wikispaces.com/21st+Century+Learning+Spaces. Accessed 23 July 2009

How does it look?

A cynic might say this is preparation for the military-industrial complex

Well, at least they seem happy ... and the teacher is pretty

This ain’t funny, kids

“[w]ith good discipline, it is always possible to pump into the minds of a class a certain quantity of inert knowledge"

Whitehead, Alfred North. 1929 [1967]. The Aims of Education. New York: The Free Press. p. 5

New learning

New learning๏ There are numerous calls for new approaches

to teaching and learning. ๏ And most of them recognise the centrality of

ICTs in education. ๏ But as we know from last week, there are often

different rationales presented for using ICT in education.

Rationales for ICT in education๏ Type A: Encouraging the acquisition of ICT skills

as an end in themselves๏ Type B: Using ICTs to enhance students’

abilities within the existing curriculum

Downes, Toni, et al. 2001. Making better connections. Available at http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/making_better_connections.htm. Accessed 1 Febraury 2010.

Rationales for ICT in education๏ Type C: Using ICTs to enhance students’

abilities as an integral component of broader curriculum reforms that are changing not only how learning occurs but what is learned

๏ Type D: Using ICTs as an integral component of the reforms that alter the organisational structure of schooling itself

Downes, Toni, et al. 2001. Making better connections. Available at http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/making_better_connections.htm. Accessed 1 Febraury 2010.

New learning๏ Well, let’s not be too radical (Type D)๏ But not too conservative (Type B)๏ So ...

The problem๏ Current curriculum has remained largely

unchanged๏ It focuses on learning large bodies of facts

(which are easy to test)๏ The structure of our education system supports

this type of learning and this type of curriculum

Yelland. 2007. The millennials. Chapter 1 in Shift to the Future. Rethinking learning with new technologies in Education. New York: Routledge.

Sierra, Kathy. 2006. Why does engineering/math/science education in the US suck? Available at http://headrush.typepad.com/creating_passionate_users/2006/11/why_does_engine.html. Accessed 4 February 2010

The problem๏ But new technologies demand a fundamental

shift in how we conceptualise curricula ๏ We shouldn’t be mapping new technologies

onto old curricula๏ Instead, we need to rethink curricula and

pedagogies in light of new technologies๏ And this means interrogating what it means to

be knowledgeable in the 21st century and how technology can support that

Yelland. 2007. The millennials. Chapter 1 in Shift to the Future. Rethinking learning with new technologies in Education. New York: Routledge. pp 1 - 2

“A new technology does not add or subtract something. It

changes everything. In the year 1500, fifty years after the printing press was invented, we did not

have old Europe plus the printing press. We had a different

Europe.”Postman, Neil. Technopoly. The surrender of culture to technology. New York: Vintage BOoks. p 18

The problem๏ So, what might our ‘different Europe’, i.e., our

‘new learning’ look like?

Based on Churches, Andrew. 21st century learning spaces. Available at http://edorigami.wikispaces.com/21st+Century+Learning+Spaces. Accessed 23 July 2009

OLD LEARNING NEW LEARNING POTENTIAL

Teacher-centric Learner-centric

Passive Active and interactive

One-to-many Individualised learning

Lack of flexibility Flexible

Monolithic learner Learning communities

Competition Sharing and networking

Memorisation Creativity, discovery, exploration

Separation Participation and collaboration

"[there should be] more opportunity for conjoint activities in which those instructed take

part, so that they may acquire a social sense of their own powers

and of the materials and appliances used."

Dewey, John. 1916 [2004]. Democracy and Education. Mineola, NewYork: Dover Publications. p. 39

The new basics... are knowing how to

๏ Generate๏ Think๏ Inquire๏ Collaborate๏ Critique๏ Communicate

... ideas and knowledge in all disciplines & domains

Yelland. 2007. The millennials. Chapter 1 in Shift to the Future. Rethinking learning with new technologies in Education. New York: Routledge. p 8

New learning๏ MCEETYA developed a set of principles for

creating learning spaces. These principles can be easily describe new learning:

๏ Flexibility๏ Inclusivity ๏ Collaboration ๏ Creativity ๏ Efficiency

MCEETYA. Learning Spaces Framework. Learning in an Online World. 2008. Ministerial Council on Education, employment, Training and Youth Affairs. Available at http://www.educationau.edu.au/jahia/Jahia/home/cache/offonce/pid/777. Accessed 23 July 2009.

New learning๏ Flexibility - supporting‣ multiple users and use‣ physical, virtual and blended learning

environments‣ space re-allocation and re-configuration

New learning๏ Inclusivity – accommodating‣ access and participation for all‣ local demographic needs‣ personalised learning

New learning๏ Collaboration – enabling ‣ co-operative learning, teamwork and

enterprise‣ community, professional and expert

engagement‣ local, national and global networks,

partnerships and learning communities

New learning๏ Creativity – achieving‣ engagement, innovation and learning‣ community and environmental harmony‣ growth of social capital

New learning๏ Efficiency – delivering‣ faster, deeper learning‣ sustainable, cost-effective utilities and delivery‣ effective management and administration

What has this to do with digital literacy?๏ Quite simply, new learning cannot happen

without adequate digital literacy levels

Digital media literacy

What is digital media literacy?๏ “Digital literacy is the ability to locate, organize,

understand, evaluate, and create information using digital technology.”

๏ The Northwest Learning Grid adds, importantly, 1) the ability to define the task, and, 2) the ability to communicate

Wikipedia. Defintion of ‘Digital Literacy’. Available at http://en.wikipedia.org/wiki/Digital_literacy Accessed 11 September 2009.

NWLG. Teachers Notes on Digital Literacy. Northwest Learning Grid. Available at http://www.nwlg.org/digitalliteracy/teachernotes.html Accessed 11 September 2009.

MCEETYA: ICT proficiency๏ MCEETYA says being ICT proficient involves

1. Working with information

2. Creating and sharing information

3. Using ICT responsibly

MCEETYA. 2007. National Assessment Program -- ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html Accessed 21 October 2008.

MCEETYA: ICT literacy 1. Accessing info (identification, retrieval)

2. Managing info (organising, storing)

3. Evaluating info (integrity, relevance, usefulness)

4. New understandings (creating knowledge, authoring)

5. Communicating with others (sharing, creating products)

6. Using ICT appropriately (critical, reflective, strategic, ethics, legals)

MCEETYA: ICT literacy Patterns

๏ Low socio-economic background

๏ Indigeneity

๏ Remote locality

๏ Gender not an issue

MCEETYA: ICT literacy Findings

1. Communication is a frequent use

2. Less use of applications for creating, analysing, transforming information

ICT proficiency levels“Challenging but reasonable” expectation:๏ Year 6: 49%๏ Year 10: 61%

A bit low?๏ Not really, when we ask about older students ...

Experiences of older students

Student experiences๏ Reasons for use: convenience and control, not

learning ๏ Uncertain about how to map current learning

experience onto university study ๏ Cannot see how ICT and learning can work

together ๏ ICT is seen either as a platform for admin or

deliveryUniversity of Melbourne. 2006. First year students’ experiences with technology: Are they really Digital Natives? http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.pdf. Accessed 12 February 2008.

JISC. 2007. Student expectations study: Findings from preliminary research. (Joint Information Systems Committee) http://www.jisc.ac.uk/publications/publications/studentexpectationsbp.aspx. Accessed 12 February 2008.

Student beliefs in proficiency๏ ECAR study shows that students think they are

more ICT proficient than they are

Salaway, Gail, and Judith B. Caruso, with Mark R. Nelson. 2009. The ECAR Study of Undergraduate Students and Information Technology, 2008 (Research Study, Vol. 8). Boulder, CO: EDUCAUSE Center for Applied Research. Available at http://www.educause.edu/ECAR/TheECARStudyofUndergraduateStu/163283 Accessed 9 July 2009.

A graph!

Information behaviour

Information behaviour๏ Increase in full-phrase searching๏ Satisfied with basic forms of search ๏ Spend little time evaluating for accuracy,

relevance, authority (but this is also pre-web) ๏ Good parallel processing skills, but sequential

for reading?

CIBER. 2008. Information Behaviour of the Researcher of the Future. Available at http://www.bl.uk/news/pdf/googlegen.pdf Accessed 21 October 2008.

Information behaviour๏ Have difficulty prioritising and evaluating search

results๏ No evidence that information is worse than

before๏ Youngsters do not come online fully-formed as

expert searchers: they have always had trouble evaluating information

๏ Intellectual practices are now more visible and public

Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace Accessed 21 October 2008.

Information behaviour๏ Young people are concerned about the

‘unmanageable scale’ of the web ๏ They are seeking guidance not on how to use

the technology itself, but on how to think with information

Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace Accessed 21 October 2008.

JISC. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Joint Information Systems Committee Available at http://www.jisc.ac.uk/publications/publications/greatexpectations. Accessed on 7 Feb 2009. p. 12.

Information behaviour๏ Not expert searchers – Youngsters have always

had trouble evaluating info๏ Behaviour is now more public๏ Skills gap between using media to create and

how to create meaningful content

CIBER. 2008. Information Behaviour of the Researcher of the Future. Available from www.bl.uk/news/pdf/googlegen.pdf. Accessed 21 October 2008.

Information behaviour๏ Young people are concerned about the

‘unmanageable scale’ of the Web.๏ They find it difficult to prioritse and evaluate

search results.

Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace. Accessed 21 October 2008.

Implications๏ Facility does not mean ICT literacy๏ Need to be careful about assumptions we make

MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Implications๏ Need to build ICT literacy through “systematic

teaching rather than incidental use”๏ More personalised assessment

MCEETYA. 2007. National Assessment Program – ICT Literacy Years 6 & 10. Report 2005. Available at http://www.mceetya.edu.au/mceetya/nap_ictl_2005_years_6_and_10_report-press_release,22065.html . Accessed on 21 October 2008.

Implications๏ “[Educational institutions] could benefit from

delivering training which highlights the way students think about information, rather than the way they use technology itself.”

Joint Information Systems Committee. 2008. Great expectations of ICT: How Higher Education institutions are measuring up. Available at http://www.jisc.ac.uk/publications/publications/greatexpectations. Accessed on 7 Feb 2009. p. 12.

Implications๏ You need to be ICT literate, too.

Implications๏ Competent or just confident?๏ How to find the right info, then assess, validate,

interpret, analyse, synthesise, critique, evaluate, put in context

๏ The need to apply problem-solving and critical thinking skills

Oblinger, Diana G. and Brian L. Hawkins. 2006. The myth about student competency: Our students are technically competent. EDUCAUSE Review 41(2): 12-13. Available at http://connect.educause.edu/Library/EDUCAUSE+Review/TheMythAboutStudentCompet/40622. Accessed on 7 February 2009.

The digital divide

The digital divide๏ Is about access to knowledge, not PCs๏ It needs to be about relationships and

networks: not hardware

Green, Hannah, and Celia Hannon. 2007. Their Space. Education for a digital generation. Available at http://www.demos.co.uk/publications/theirspace. Accessed 21 October 2008. pp 59 - 60

The digital divide๏ “... Students who do not have the economic,

cultural and social capital to achieve meaningful and effective engagement with ICTs out of school ... may find themselves disadvantaged as a new literacies paradigm becomes increasingly important for participation in social routines.”

Grant, Lyndsay. 2007. “Learning to be part of the knowledge economy: digital divides and media literacy.” Available at http://www.futurelab.org.uk/resources/publications-reports-articles/discussion-papers/Discussion-Paper816. Accessed on 9 July 2009.

Digital inclusion

What is inclusion?๏“Inclusive education refers to the focus of a

learning institution on meeting the individual needs of its learners.”

Walker, Leila. 2009. Using digital technologies to promote inclusive practices in education. Futurelab handbook. Available at http://www.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf. Accessed 2 January 2010. p 9

Digital inclusionWho count as ‘different groups’?

๏girls and boys

๏minority ethnic and faith groups,

๏asylum seekers and refugees

๏pupils who need support to learn English as an additional language (EAL)

๏pupils with special educational needs

๏gifted and talented pupils

Digital inclusionWho count as ‘different groups’?

๏children ‘looked after’ by the local authority

๏other children, including sick children, young carers, and those children from families under stress

๏pregnant school girls and teenage mothers

๏any pupils who are at risk of disaffection and exclusion

ICT can support๏Visual and auditory material rather than text, as

some students’ [traditional] literacy levels may be low

๏Authentic and real-life experiences, where students are engaging with people and working on aspects that have real aim and purpose

๏Creative opportunities that allow students to explore and create in the areas of music, art, design and drama, for example

Benefits of using ICT ๏Making connections

๏Fostering collaboration

๏Encouraging communication

๏Providing a dynamic repository of learning resources

Enhancing practice๏Mobile devices

๏Audio-visual technology

๏Online communities

Walker, Leila. 2009. Using digital technologies to promote inclusive practices in education. Futurelab handbook. Available at http://www.futurelab.org.uk/resources/documents/lit_reviews/DigitalParticipation.pdf. Accessed 2 January 2010. p 38 - 39

Mobile devices

Mobile devices can assist with๏Collaborative projects and fieldwork

๏Providing an alternative to books or computers

๏Bringing together learners who are widely dispersed or who have movement difficulties

๏Engaging learners who in the past may have felt excluded

Mobile devices can assist with๏Providing meaningful content from outside the

classroom

๏Promoting or campaign to a wide and diverse audience

Audio-visual technology

AV technology can assist with๏Forming and maintaining links and cultural identity

๏Authentic learning experiences, with learners hearing from ‘the horse’s mouth’ and being able to respond immediately with their own thoughts

๏Greater participation, as a ‘real’ audience means learners take their participation seriously

Online communities

Online communities ...๏Offer new opportunities for learners to take

more control of their learning and to access their own customised information, resources, tools and services

๏Encourage a wider range of expressive capability

๏Facilitate more collaborative ways of working, community creation, dialogue and knowledge sharing

Online communities ...๏Can engage learners who are tentative

contributors in class or who have special needs

๏Support learners’ natural curiosity by enabling expression through different media and a sense of audience

๏Can encourage simultaneous, learner-directed discussions that extend beyond the lesson

๏The ‘anytime-anywhere’ availability of Web 2.0 can also be highly motivating

Online communities ...๏Can enhance learner autonomy and encourage

extended learning through open-ended tasks

๏Being published on the web can help learners feel a sense of ownership, engagement and awareness of audience

Online communities๏Some educators also use Web 2.0 activities as

an opportunity for peer assessment, with learners giving feedback on one another’s work; this can encourage learners to pay more attention to detail and improved the quality of their work

Literacy

Literacy๏ We need to think about how we should develop

amongst young people a literacy that will help them navigate the unfolding digital spaces.

๏ In other words, we need to help them become digitally literate

Why type of literacy?๏ Here I am talking about the type of literacy that

Richard Hoggart campaigned for when he said that people must be able to become wise in their own way, and to help themselves.

“It is easier for a few to improve the material conditions of many than for a few to waken a great

many from the hypnosis of immature emotional satisfactions.

People in this situation have somehow to be taught to help

themselves.”Hoggart, Richard. 2008 [1957]. The Uses of Literacy. New Brunswick (USA): Transaction Publishers. p. 250.

“[t]here are other ways of being in the truth. The strongest objection to the more trivial popular entertainments is

not that they prevent their readers from becoming highbrow, but that

they make it harder for people without an intellectual bent to

become wise in their own way.”

Hoggart, Richard. 2008 [1957]. The Uses of Literacy. New Brunswick (USA): Transaction Publishers. p. 250.

Literacy๏ In other words, we need not a literacy that tells

us how to critique (really, ‘criticise’) digital media.

๏ As Hoggart would say, that’s a defensive, false literacy that privileges the tastes of the intellectual/cultural elites and actually prevents people from becoming ‘wise in their own way’.

“To wish that a majority of the population will ever read The Times is

to wish that human beings were constitutionally different, and that is to fall into an intellectual snobbery.

The ability to read the decent weeklies is not a sine qua non of the

good life”

Hoggart, Richard. 2008 [1957]. The Uses of Literacy. New Brunswick (USA): Transaction Publishers. p. 262.

Digital literacy๏ Instead, we should aim higher than that.๏ We need a literacy that teaches us how to

participate in, and to produce (as well as consume), digital culture because it is this type of literacy that will be essential to helping us navigate the digital world.

Digital literacy๏ In other words, schools should be showing

young people how to make the most of electronic and digital media -- not how to make the least of them.

Hartley, John. 2009. The Uses of Digital Literacy. Brisbane: University of Queensland Press. p. 20.

Human flourishing

Why literacy?๏ Literacy is the key to unlocking an individual’s

potential๏ Literacy is about building citizens๏ Literacy is about intellectual, ethical wealth๏ Literacy is about dignity๏ Literacy is a right๏ Literacy is about human flourishing

Human flourishing๏ Everything we do as teachers needs to be

about helping young people come to know themselves

๏ It’s about helping them become aware of how they are socially constructed, how they construct themselves, and how they construct others

๏ It’s a realisation of the social forces that act upon us and how we ourselves contribute to them and can shape them

Human flourishing๏ It’s about recognising that the self is part of

something bigger๏ It’s about recognising and responding to the

human condition๏ It’s about people’s ability to succeed with others๏ It’s about contributing to a greater kowledge of

oneself and a shared knowledge of others

Human flourishing๏ As teachers, then, we should be aiming at

helping young people recognise their autonomy, but also their interdependence.

Human flourishing๏ As teachers, we are the catalysts for discovery

and the guides for exploration

Classroom praxis

Classroom praxis๏ The next is to consider how to occupy students

so they build technical and intellectual digital literacy for encounters in digital and new media spaces.

Classroom praxis๏ Whatever form this takes, it must involve

teaching students how to distinguish active, deep and ethical intellectual pursuit from frivilous, simple, cosmetic obsessions.

๏ Students need to be taught how to produce as well as consume digital culture and how to use digital tools for communication and collaboration in the collective knowledge space.

Classroom praxis๏ There is no formula.๏ It’s about you employing your imagination,

artistry, inventiveness to create meaningful and ethically proper learning experiences for your students.

Your digital literacy

Technical digital literacy๏ Skilling up in the technology๏ Workshops, training, ‘pushing buttons’

BUT the harder work is๏ Changing mindsets๏ Adjusting attitudes๏ Overcoming fear๏ Building self-esteem๏ Embracing new ways of thinking

Intellectual digital literacy๏ Interrogation of how the digital world works๏ Critical engagement with ‣ Humanist philosophy‣ Educational theory‣ Cultural studies‣ Popular non-fiction on digital culture

Wrapping up

Wrapping up๏ New technologies are a game-changer for

education๏ We need to move beyond old practices and

mindsets and look to ‘new learning’๏ For students to be successful in the new

learning environment, they will have to be digitally literate

๏ So will you ...

Wrapping up๏ New technologies have great potential to

include marginalised groups๏ However, an encroaching ‘digital divide’ could

still prevent some groups from participating meaningfully in the digital world

๏ As educators, our responsibility is to human flourishing

๏ Therefore, you need to work on your own digital literacy -- both technical and intellectual

Picture refs๏ Military-industrial complex http://www.eriding.net/media/photos/

history/victorian/school/080712_rfoster_mp_his_vict_school_class.jpg

๏ Pretty teacher http://3.bp.blogspot.com/_VZaVT03Q2G0/SwRvHlAqM5I/AAAAAAAAKdY/yXygCc8uqB4/s1600/RG+2-1+PS+203.jpg

๏ This ain’t funny, kids http://www.victorianschool.org.uk/public_html/images/class.JPG

๏ Thinking man http://www.asu.edu/clas/shs/aald/Pix/Thinking%20Man.jpg

๏ Digital divide http://www.columbia.edu/itc/sipa/nelson/newmediadev/files/worlddotblack.jpg

๏ iPhone http://kottkegae.appspot.com/images/iphone-parallels.jpg๏ Online communities http://www.karagwe.com/images/content/

Community.jpg ๏ All other pictures are copyright and royalty-free.

Lecture 3. New Media Literacy and New Knowledge

Education

Transcript of Lecture 3. New Media Literacy and New Knowledge

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