Interactive Media Literacy
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Transcript of Interactive Media Literacy
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Interactive Media Literacies: Tell Show Do
Nelson Zagalo, Universidade do Minho
Ana Boa-Ventura, University of Texas at Austin
Universidade do Minho
IAMCR 2010
20 July 2010
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"I hear and I forget, I see and I remember, I do and I understand"
Confucius, 551 AC - 479 AC
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Cone of Experience (Dale, 1969)
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Cone of Experience
Abstract Real Thing
Piet Mondrian, Composition with Red, Blue and Yellow, 1930
Pere Borrell del Caso, Escaping Criticism, 1874
Facilitated decoding
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Creating the Experience
Storytelling is still seen today as the most efficient system of memorizing and learning new ideas, mostly because of the engagement developed by the eff icient undergoing associative task of making sense of a story.
J. Everett Millais, The Boyhood of Raleigh, 1870
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Creating the Experience
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Books and movies
Through literature the main goal of the writer is to tell the narrative with the most detail as possible in order to develop a strong “fabula” or mental story in the receptor’s mind.
Film doesn’t need to spend time telling details because they are shown. The story world is given already built to the receptor, purposing direct perception of the visual world that enhances perceptive emotions and so learning.
Imagination
Coppola, The Godfather, 1972 Puzo, The Godfather, 1969
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Interactive media
Story is no more an act of “telling”, neither “showing” but an integrated set of active participation, of “doing”. Interactive media open a new space (virtual) for the mediation of knowledge. The story containing learning messages will evolve only through the actions and decisions of the participator. Learning becomes a task done using body perception instead of mental processes only.
Simulation
EA, The Godfather: The Game, 2006
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What about the Interpretation (story) process?
Lack of code (literacy)
What about the Creation (representation) process?
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Decoding
Storytelling demands processes of inference that involve active and associative thinking (Bordwell, 1985). We make sense of the world through patterns that help us in the associative process of finding the right concept in our brain database (Koster, 2005:25).
story
In each of these media we use the same processes, the difference gets in the amount of information given and so in the amount of imagination required.
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Doing
Situated cognition in computer simulations engages the idea that knowledge is inseparable from doing. Rather than the storage and retrieval of conceptual knowledge, knowing implies thinking on the fly.
representation
Add interactive literacy as a complementary process for learning
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Media literacy change
Cultural
Critical
Creative
Decode
Design
Emphasis on understanding and interpretation of content
Creative activity
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Interactive Media Literacies: Tell Show Do
Nelson Zagalo, Universidade do Minho
Ana Boa-Ventura, University of Texas at Austin
Universidade do Minho