Everyone in our section of the New Media and New Literacies class who read my initial blog immediately knew I had had zero prior experience with blogging and that I am not savvy to the ins and outs of the complex world of digital technology. That being said, completing this course has been hugely helpful in my continuing education and I thank not only Susan Forbes in leading the way, but also my fellow classmates, for making this experience beneficial and enjoyable. I have compared taking this course to taking an immersion language course -- at times I felt completely beyond my depth, but because of the content, discussions and feedback, I needed to and could keep learning.
For me, the video clip of Henry Jenkins' presentation on participatory culture (2006) and the text, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Jenkins, 2006) wherein Jenkins delineates aspects of new media literacy skills and how they tie in with traditional literacy skills resonate with me. The Jenkins' texts and Motoko Rich's The New York Times piece, Literacy Debate: Online, R U Really Reading? (2008) were important to me because they helped me gain an understanding of how the two skill sets work together. These texts, the tandem assignments and the ensuing forum discussions helped me gain the necessary confidence, reasoning that if I am able to do one (traditional literacy skills), I can also learn to do the other (new media literacy skills). The result is that I have improved. I am no longer panicked as I write a blog. In fact, I have come to really enjoy the activity, as well as reading my classmates' blogs and posting comments to them. While I do not think I will ever possess the seemingly effortless astute intelligence and finesse of application that Alexis Aponte has (my hat is off to you), I can aspire to do so.
The blogging, varied text content, assignments and discussion forums all worked together really well to advance my knowledge and understanding. One problem I did not overcome to my satisfaction was my inability to upload my final paper presentation to youtube. I had done a Power Point presentation and when attempting to upload it, I received the 'invalid format error' and could not find the 'Help' to convert the file to an acceptable format. So rather than having a URL to post at the discussion forum, I posted my Power Point presentation so I could participate. Thank you, Tikeshia, for your feedback, especially as a successful ELA educator.
I also found the diversity of content and form in this course interesting and enlightening. I found Networked Publics (Varnelis, 2008) to be complex, and the forum discussions by topic helped me in my understanding. I enjoyed reading David Crystal's Language and the Internet (2004, 2001) and appreciate his dissection, reasoning, and explanations with examples which aided in my comprehension. The 'Growing Up Digital' module was especially informative and provided insights on what is 'normal' for today's teen and how society is changing with rapidly advancing digital technology. The transcript and audio of NPR's Terry Gross' interview with psychologist Sherry Turkle discussing her book, Alone Together (2012) was captivating, and that presentation, providing an overview with specific examples, helped me gain an understanding of the pros and cons of today's personal digital technology use and the impacts of social media.
New Media and New Literacies encompasses a huge topic. I am very thankful to have had the opportunity with this group to begin an understanding of it, and to have had the guidance and applications by which to begin learning new media literacy skills that go hand-in-hand with traditional literacy skills. As a student and as a future educator, this course has facilitated my appreciation for the two skill sets working together.
Julie DeBold
Saturday, December 21, 2013
Sunday, December 15, 2013
Information Literacy Guide
My information literacy guide is for use by secondary education learners, grades 7-12, so in addition to the key one-word identifiers (i.e., Need, Access, Locate and Evaluate, Engage and Extract, Use, Ethics), I asked questions or expanded the definition of each. Two sources that I found helpful were Eisenberg and Berkowitz's Big6 Overview (http://big6.com/pages/about/big6-skills-overview.php) and Kathy Schrock's website that includes many useful links, including information literacy guide links (http://schrockguide.net/information-literacy.html).
Information Literacy Guide for Secondary Education Learners:
Information literacy is an ever-evolving set of abilities by which individuals define the need for information, and are able to locate, evaluate and effectively utilize the needed information to solve a problem or make a decision. These skills develop and change, not only as technology changes, but also as one's education or career advances. Information literacy incorporates information technology skills, and it includes an ability to apply problem-solving and critical thinking skills to technology use. Information literacy applies to all types of information one may access, hard copy sources (e.g., books, magazines, newspapers) and digital sources (e.g., websites, videos, recordings).
Guidance:
1. NEED: Determine the extend of the information needed, or define the need for information, or define the task (i.e., what is the information problem, and what information is needed?);
2. ACCESS: Access the needed information effectively and efficiently, that is, find the best information, not just the most or the easiest (i.e., what are all possible sources, which are the best sources, what is the most effective search strategy?);
3. LOCATE and EVALUATE: Locate sources and find information within the sources; evaluate the quality of information and its sources critically (i.e., recognize bias, manipulation of data or text, and investigate author's credentials to determine if a legitimate source); determine if initial search strategy requires revision (i.e., has need been met?);
4. ENGAGE and EXTRACT: Engage with the sourced information (i.e., read, listen, view), and extract the relevant information that fits need;
5. USE: Use information effectively to accomplish a specific purpose, incorporate or synthesize new appropriate information to meet the defined need (i.e., integrate new information with prior knowledge), organize information from multiple sources and present the information in most appropriate format;
6. ETHICS: Understand the economic, legal and social issues surrounding the use of information, access and use information ethically and legally (e.g., cite sources, lawfully retrieve and use digital information); evaluate the end product and the process by which it was created.
References:
American Library Association. (2000). Information literacy competency standards for higher education. http://ala.org.acrl/standards/informationliteracycompetency.
American Library Association. (1989). Presidential committee on information literacy: final report. http://ala.org/acrl/publications/whitepapers/presidential.
Eisenberg, M. & Berkowitz, B. (2013). Big6 overview. http://big6.com/pages/about/big6-skills-overview.php.
Schrock, K. (2013). Information literacy resources. http://schrockguide.net/information-literacy.html.
Information Literacy Guide for Secondary Education Learners:
Information literacy is an ever-evolving set of abilities by which individuals define the need for information, and are able to locate, evaluate and effectively utilize the needed information to solve a problem or make a decision. These skills develop and change, not only as technology changes, but also as one's education or career advances. Information literacy incorporates information technology skills, and it includes an ability to apply problem-solving and critical thinking skills to technology use. Information literacy applies to all types of information one may access, hard copy sources (e.g., books, magazines, newspapers) and digital sources (e.g., websites, videos, recordings).
Guidance:
1. NEED: Determine the extend of the information needed, or define the need for information, or define the task (i.e., what is the information problem, and what information is needed?);
2. ACCESS: Access the needed information effectively and efficiently, that is, find the best information, not just the most or the easiest (i.e., what are all possible sources, which are the best sources, what is the most effective search strategy?);
3. LOCATE and EVALUATE: Locate sources and find information within the sources; evaluate the quality of information and its sources critically (i.e., recognize bias, manipulation of data or text, and investigate author's credentials to determine if a legitimate source); determine if initial search strategy requires revision (i.e., has need been met?);
4. ENGAGE and EXTRACT: Engage with the sourced information (i.e., read, listen, view), and extract the relevant information that fits need;
5. USE: Use information effectively to accomplish a specific purpose, incorporate or synthesize new appropriate information to meet the defined need (i.e., integrate new information with prior knowledge), organize information from multiple sources and present the information in most appropriate format;
6. ETHICS: Understand the economic, legal and social issues surrounding the use of information, access and use information ethically and legally (e.g., cite sources, lawfully retrieve and use digital information); evaluate the end product and the process by which it was created.
References:
American Library Association. (2000). Information literacy competency standards for higher education. http://ala.org.acrl/standards/informationliteracycompetency.
American Library Association. (1989). Presidential committee on information literacy: final report. http://ala.org/acrl/publications/whitepapers/presidential.
Eisenberg, M. & Berkowitz, B. (2013). Big6 overview. http://big6.com/pages/about/big6-skills-overview.php.
Schrock, K. (2013). Information literacy resources. http://schrockguide.net/information-literacy.html.
Thursday, November 21, 2013
Growing Up Digital
The text readings and linked selections were many and varied during this two week span. I especially enjoyed the NPR interview by Terry Gross of Fresh Air with Psychologist Sherry Turkle discussing her book Alone Together (October 18, 2012) and Fun vs. Engagement: The Case of the Great Zoombinis by Henry Jenkins (2006), the latter discussing educational gaming and institutional resistance to 'fun,' some teachers not embracing the 'engagement' aspect of fun, and how fun and engagement lead to learning.
In the Fresh Air interview, Sherry Turkle discusses how personal digital devices are affecting our relationships with other people, as well as our sense of identity. Interesting points included the seductiveness of the little red light on the Blackberry ... who wants me? ... we all want to be wanted. Dr. Turkle outlines how children are getting cell phones at younger ages (e.g., 6, 7, 8 years old) and are constantly sharing where they are and what they are doing; they are never alone. It is also at these young ages when children need to develop a capacity for solitude, for being alone. She notes that if one does not develop a capacity for solitude, one will always be lonely. Dr. Turkle notes we are losing the skill of conversation because of our reliance on texting. She states teenagers sleep with their phones, often checking messages. She talks about Facebook and how people put up the self they want to be, curate that self and hide behind it. Likewise, online bullies hide behind technology, they are not face-to-face with their target(s). Dr. Turkle advises to meet one's bully face-to-face if possible, mediated by a parent or teacher, because when we are face-to-face we are more inhibited.
Some of these topics were touched upon during the adolescent interview. The subject of my interview is a girl who is a high school senior. Her parents have a desktop computer at home, they have cell phones and she has an iPhone. She likes to text most of her friends; she likes to call and text her best friend. She takes pictures and shares some of them. She has a Facebook account, but she limits it. She has unfriended one person who would send her games and chain letters and junk she found on the Internet; that was uncomfortable but she felt she had to do it. Facebook is an easy way for her to stay in touch with family mostly, and friends. She feels pretty comfortable with it; her mom has a Facebook account, too, so if she has a question about something, she asks her. She does not do the gaming and/or role playing sites; she likes to read, write stories and watch movies, talk and text on the phone. She emails her cousins sometimes. She downloads music sometimes. She stays up late talking and texting, but she does not sleep with her phone to check messages overnight. Even she thought that was a bit much.
We only discussed the technology she uses for personal use; we did not discuss if technology is incorporated into her schoolwork and how, though she did say that the types her papers for school at home. This particular girl seems to be pretty together. She is not so into her technology that she would rather have it than a face-to-face conversation with a friend. She has a lot of friends, but she is okay with being by herself, probably in part because she likes to read and write stories. Or maybe because she seems to have honest, solid relationships with her parents, she is more secure with herself (as opposed to some of the teens Dr. Turkle discussed).
In the Fresh Air interview, Sherry Turkle discusses how personal digital devices are affecting our relationships with other people, as well as our sense of identity. Interesting points included the seductiveness of the little red light on the Blackberry ... who wants me? ... we all want to be wanted. Dr. Turkle outlines how children are getting cell phones at younger ages (e.g., 6, 7, 8 years old) and are constantly sharing where they are and what they are doing; they are never alone. It is also at these young ages when children need to develop a capacity for solitude, for being alone. She notes that if one does not develop a capacity for solitude, one will always be lonely. Dr. Turkle notes we are losing the skill of conversation because of our reliance on texting. She states teenagers sleep with their phones, often checking messages. She talks about Facebook and how people put up the self they want to be, curate that self and hide behind it. Likewise, online bullies hide behind technology, they are not face-to-face with their target(s). Dr. Turkle advises to meet one's bully face-to-face if possible, mediated by a parent or teacher, because when we are face-to-face we are more inhibited.
Some of these topics were touched upon during the adolescent interview. The subject of my interview is a girl who is a high school senior. Her parents have a desktop computer at home, they have cell phones and she has an iPhone. She likes to text most of her friends; she likes to call and text her best friend. She takes pictures and shares some of them. She has a Facebook account, but she limits it. She has unfriended one person who would send her games and chain letters and junk she found on the Internet; that was uncomfortable but she felt she had to do it. Facebook is an easy way for her to stay in touch with family mostly, and friends. She feels pretty comfortable with it; her mom has a Facebook account, too, so if she has a question about something, she asks her. She does not do the gaming and/or role playing sites; she likes to read, write stories and watch movies, talk and text on the phone. She emails her cousins sometimes. She downloads music sometimes. She stays up late talking and texting, but she does not sleep with her phone to check messages overnight. Even she thought that was a bit much.
We only discussed the technology she uses for personal use; we did not discuss if technology is incorporated into her schoolwork and how, though she did say that the types her papers for school at home. This particular girl seems to be pretty together. She is not so into her technology that she would rather have it than a face-to-face conversation with a friend. She has a lot of friends, but she is okay with being by herself, probably in part because she likes to read and write stories. Or maybe because she seems to have honest, solid relationships with her parents, she is more secure with herself (as opposed to some of the teens Dr. Turkle discussed).
Sunday, November 10, 2013
Media Education
Advertising: Exposure & Industry Statistics (Media Education Foundation, 2005) states that "Internet advertising produced almost $2 billion in revenues in 1998" and that "[i]n 2000, children 12 years and under, directly and indirectly, influenced the household spending of over $600 billion." Wow! The text also states, "Sweden, since 1991, has banned all advertising during children's prime time due to findings that children under 10 are incapable of telling the difference between a commercial and a program, and cannot understand the purpose of a commercial until the age of 12" (Media Education Foundation, 2005).
Referring to Henry Jenkins' Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (2006) he states, "Other studies find that children remain unaware of the motives behind the creation of websites, have difficulty separating commercial from noncommercial sites, and lack the background to identify the sources of authority behind claims made by website authors" (p. 45).
The new media literacies that Jenkins advocates, "almost all involve social skills developed through collaboration and networking. These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom" (Jenkins, 2006, p. 4).
"The new skills include: Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Judgement, Transmedia Navigation, Networking and Negotiation" (Jenkins, 2006, p. 4). Referring to Green (DECS, 1996), the skill of Judgement can fall into Operational, Cultural and Critical literacy practices, but most strongly relates to Critical or Critiquing literacy practices.
"Judgement, the ability to evaluate the reliability and credibility of different information sources" (Jenkins, 2006, p. 4) would seem to be in step with Sweden's ban on advertising during children's prime time. As children surf the web at young ages, it is of importance for parents to have discussions with their children about what they encounter on the Internet and how to evaluate content and purpose. Likewise, as schools seek to teach Technology courses in elementary grades, teaching the new media literacy skill of Judgement must be ongoing and revisited often because of its significance towards teaching critical thinking skills.
Referring to Henry Jenkins' Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (2006) he states, "Other studies find that children remain unaware of the motives behind the creation of websites, have difficulty separating commercial from noncommercial sites, and lack the background to identify the sources of authority behind claims made by website authors" (p. 45).
The new media literacies that Jenkins advocates, "almost all involve social skills developed through collaboration and networking. These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom" (Jenkins, 2006, p. 4).
"The new skills include: Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Judgement, Transmedia Navigation, Networking and Negotiation" (Jenkins, 2006, p. 4). Referring to Green (DECS, 1996), the skill of Judgement can fall into Operational, Cultural and Critical literacy practices, but most strongly relates to Critical or Critiquing literacy practices.
"Judgement, the ability to evaluate the reliability and credibility of different information sources" (Jenkins, 2006, p. 4) would seem to be in step with Sweden's ban on advertising during children's prime time. As children surf the web at young ages, it is of importance for parents to have discussions with their children about what they encounter on the Internet and how to evaluate content and purpose. Likewise, as schools seek to teach Technology courses in elementary grades, teaching the new media literacy skill of Judgement must be ongoing and revisited often because of its significance towards teaching critical thinking skills.
Tuesday, October 15, 2013
More or Less Democracy in the Internet Age?
Mark E. Kann submitted the above entitled text on October 6, 2005. He would go on to co-author with Merlyna Lim Chapter 3, Politics: Deliberation, Mobilization and Networked Practices of Agitation in Networked Publics (Varnelis, 2008). I must compliment him that he made good progress from this initial somewhat petulant rant to the final edit of Chapter 3.
In the text More or Less Democracy in the Internet Age? (2005), Kann begins by noting "broad disenchantment among people with civic engagement and representative democracy" but that "the growth of the Internet revitalized the democratic imagination" as follows:
"1. The Internet promised to revive the civic sphere and extend community life by providing broad, diverse forums for discussions.
2. The Internet enabled many-to-many citizen interaction that invited online political debate, deliberation, consultation, decision-making, administration, and scrutiny as well as online mobilizing, organizing, petitioning, and protesting.
3. The Internet made polling, plebiscites, and elections relatively cheap and accessible. Conceivably, the voice of the people could be expressed regularly and loudly, expanding popular decision-making and closing the gap between citizens and their representatives."
Kann then goes on to complain that things aren't all they're cracked up to be. "[O]nline talk tends to be undisciplined, intolerant, and superficial rather than deliberative" (2005). "[P]rioritizing deliberation produces exclusionary tendencies. Individuals and groups that do not adhere to high standards of deliberation may be excluded or at least unwelcome by the moderators of online deliberative venues" (2005).
Guess what? Democracy, in practical application, is not perfect. The Internet is not perfect. People are not perfect. Deal with it.
It seems in this 2005 writing, Kann thought the Internet would be a "silver bullet" to fix deliberative democracy's shortcomings when in reality, the Internet is just one more tool in the toolbox.
As an example, political blogging found its stride during the 2004 United States Presidential campaign. In Chapter 3 of Networked Publics (Varnelis, 2008), Lim and Kann write, "The turning point was Howard Dean's Blog for America, which showed how a blog could be used for building social networks of political support" (p. 93). Also, "[t]oday, both in the United States and other countries, it is common for citizens, candidates, political parties, fund-raisers, consultants, lobbyists, interest groups, legislators, and bureaucrats to have online strategies for advancing their goals. E-government literature is saturated with suggestions on how individuals, groups, and officials can communicate and compete more effectively" (p. 77).
In the 2005 text, the only aspects of the Internet Kann praises: "collaborative participation in mobilizations, and tapping public opinion by way of polling and plebiscites seem well suited to Internet technology" (2005). Again, referring to Chapter 3 of Networked Publics (Varnelis, 2008), in the teamed effort, Lim and Kann write, "Democratic talk potentially deepens democracy where it more or less exists. In contrast, mobilization often requires quick, decisive action, emphasizes people's identities as historical agents of change, focuses on corporate influence within and beyond political jurisdictions, and succeeds when activists disrupt and disable undemocratic corporate entities and dictatorships from committing injustices. Democratic mobilization deepens democracy where it does not prevail" (p. 100).
More or less democracy in the Internet Age? It depends upon your perspective. While deliberation and mobilization have traditionally been grassroots activities, the Internet and advancing digital technologies have provided new avenues and speed. Political blogging and political remix are aspects indigenous to the Internet Age. Referring to Green's approach to literacy and technology, all three domains (i.e., Operational, Cultural and Critical) overlap and are necessary skills to master in order to participate. Perhaps it is not a question of more or less; it is just different now than it was before the Internet.
Julie DeBold
In the text More or Less Democracy in the Internet Age? (2005), Kann begins by noting "broad disenchantment among people with civic engagement and representative democracy" but that "the growth of the Internet revitalized the democratic imagination" as follows:
"1. The Internet promised to revive the civic sphere and extend community life by providing broad, diverse forums for discussions.
2. The Internet enabled many-to-many citizen interaction that invited online political debate, deliberation, consultation, decision-making, administration, and scrutiny as well as online mobilizing, organizing, petitioning, and protesting.
3. The Internet made polling, plebiscites, and elections relatively cheap and accessible. Conceivably, the voice of the people could be expressed regularly and loudly, expanding popular decision-making and closing the gap between citizens and their representatives."
Kann then goes on to complain that things aren't all they're cracked up to be. "[O]nline talk tends to be undisciplined, intolerant, and superficial rather than deliberative" (2005). "[P]rioritizing deliberation produces exclusionary tendencies. Individuals and groups that do not adhere to high standards of deliberation may be excluded or at least unwelcome by the moderators of online deliberative venues" (2005).
Guess what? Democracy, in practical application, is not perfect. The Internet is not perfect. People are not perfect. Deal with it.
It seems in this 2005 writing, Kann thought the Internet would be a "silver bullet" to fix deliberative democracy's shortcomings when in reality, the Internet is just one more tool in the toolbox.
As an example, political blogging found its stride during the 2004 United States Presidential campaign. In Chapter 3 of Networked Publics (Varnelis, 2008), Lim and Kann write, "The turning point was Howard Dean's Blog for America, which showed how a blog could be used for building social networks of political support" (p. 93). Also, "[t]oday, both in the United States and other countries, it is common for citizens, candidates, political parties, fund-raisers, consultants, lobbyists, interest groups, legislators, and bureaucrats to have online strategies for advancing their goals. E-government literature is saturated with suggestions on how individuals, groups, and officials can communicate and compete more effectively" (p. 77).
In the 2005 text, the only aspects of the Internet Kann praises: "collaborative participation in mobilizations, and tapping public opinion by way of polling and plebiscites seem well suited to Internet technology" (2005). Again, referring to Chapter 3 of Networked Publics (Varnelis, 2008), in the teamed effort, Lim and Kann write, "Democratic talk potentially deepens democracy where it more or less exists. In contrast, mobilization often requires quick, decisive action, emphasizes people's identities as historical agents of change, focuses on corporate influence within and beyond political jurisdictions, and succeeds when activists disrupt and disable undemocratic corporate entities and dictatorships from committing injustices. Democratic mobilization deepens democracy where it does not prevail" (p. 100).
More or less democracy in the Internet Age? It depends upon your perspective. While deliberation and mobilization have traditionally been grassroots activities, the Internet and advancing digital technologies have provided new avenues and speed. Political blogging and political remix are aspects indigenous to the Internet Age. Referring to Green's approach to literacy and technology, all three domains (i.e., Operational, Cultural and Critical) overlap and are necessary skills to master in order to participate. Perhaps it is not a question of more or less; it is just different now than it was before the Internet.
Julie DeBold
Saturday, September 28, 2013
Participatory Culture - Henry Jenkins
The video of Henry Jenkins speaking about participatory culture and his white paper, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, are both engaging and challenging. His years of extensive research and work pertaining to Participatory Culture are evident in the flow of his presentation and the depth of history he reveals. I loved the segment on civic activism, and how it has been a constant but the media by which mobilization occurred/occurs has changed, from the printing press community of the 1850s with world circulation (parallel to today's zines) to the 1990s with hand-held video recorders to today's social media sites. Fabulous. Also, that the idea of a social network is not new (e.g., bowling leagues of the 1950s), but the media by which the (online) community forms is (e.g., Facebook, Wikipedia, gaming sites).
Jenkins discusses new media literacies and the new media landscape. He notes, "Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking. These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom." (2006, p. 4). This connection is a very important one; traditional literacy and new media literacy need to connect and intersect. It brought to mind Motoko Rich's The New York Times piece, Literacy Debate: Online, R U Really Reading? (2008) in which Carol Jago of the National Council of Teachers of English is quoted as saying, "schools don't have to get involved" (p. 5) on the topic of teaching and/or testing Internet reading.
Jenkins outlines the new skills needed for the new media culture: Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Judgement, Transmedia Navigation, Networking, and Negotiation (2006, p. 4) and throughout the paper discusses each in depth. He also discusses why we should teach media literacy. Briefly, it is to mitigate the inequalities in access to new media technologies and opportunities to develop skills, the challenges youth face in evaluating how media shape perception, and to help youth develop ethical norms (i.e., The Participation Gap, The Transparency Problem, and The Ethics Challenge, respectively).
Jenkins' lecture and paper are encompassed by the graphical representation of Green's approach to literacy requiring Operational, Cultural and Critical literacy practices (DECS, 1996). In his paper, Jenkins also notes that "the new media literacies should be seen as social skills" (2006, p. 20). However, "[b]efore students can engage with the new participatory culture, they must be able to read and write" (Jenkins, 2006, p. 19).
Julie DeBold
Jenkins discusses new media literacies and the new media landscape. He notes, "Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking. These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom." (2006, p. 4). This connection is a very important one; traditional literacy and new media literacy need to connect and intersect. It brought to mind Motoko Rich's The New York Times piece, Literacy Debate: Online, R U Really Reading? (2008) in which Carol Jago of the National Council of Teachers of English is quoted as saying, "schools don't have to get involved" (p. 5) on the topic of teaching and/or testing Internet reading.
Jenkins outlines the new skills needed for the new media culture: Play, Performance, Simulation, Appropriation, Multitasking, Distributed Cognition, Collective Intelligence, Judgement, Transmedia Navigation, Networking, and Negotiation (2006, p. 4) and throughout the paper discusses each in depth. He also discusses why we should teach media literacy. Briefly, it is to mitigate the inequalities in access to new media technologies and opportunities to develop skills, the challenges youth face in evaluating how media shape perception, and to help youth develop ethical norms (i.e., The Participation Gap, The Transparency Problem, and The Ethics Challenge, respectively).
Jenkins' lecture and paper are encompassed by the graphical representation of Green's approach to literacy requiring Operational, Cultural and Critical literacy practices (DECS, 1996). In his paper, Jenkins also notes that "the new media literacies should be seen as social skills" (2006, p. 20). However, "[b]efore students can engage with the new participatory culture, they must be able to read and write" (Jenkins, 2006, p. 19).
Julie DeBold
Sunday, September 22, 2013
Literacy Debate: Online, R U Really Reading?
Motoko Rich's piece as referenced above, published July 27, 2008 in The New York Times, is very provocative. My thought on the topic is yes, you are really reading. You are reading text presented to you via a new delivery system. Cave art, Egyptian carvings, 19th century artistic painters capturing daily life on their canvases, leaflets, posters, newspapers, magazines, books: all are texts communicating via a delivery system unto its own medium. Utilizing the Internet to gain information or for enjoyment follows an ongoing path of progression.
In Rich's text, the pro-book folks are characterized as very anti-Web: "As teenagers' scores on standardized reading tests have declined or stagnated, some argue that the hours spend prowling the Internet are the enemy of reading - diminishing literacy, wrecking attention spans and destroying a precious common culture that exists only through the reading of books" (Rich, 2008, p. 1). The pro-Web folks are characterized as appreciating books: "Few who believe in the potential of the Web deny the value of books" (Rich, 2008, p. 1). I think Nadia, the Ohio teenager central to Rich's article, is representative of her generation's "common culture" as she checks her email, utilizes social networking, music video and role-playing sites, and sites whereby she reads and comments on stories written by others and submits her own stories. In this question of literacy, Nadia is not only reading and writing, she is analyzing the stories she reads and communicating that analysis via her online posts/comments. She is an example of digital literacy in action; she is making meaning from what she reads. She also reads books.
I think all mediums of commonly used texts need to be utilized in Education. The New York State Department of Education defines Literacy as consisting of the skills of reading, writing, speaking and listening. For example, I think students need to be comfortable and competent in reading a newspaper whether they are physically holding the newsprint in their hands or scrolling down a webpage. The point of literacy is communication - one needs to be able to comprehend what he or she is reading, and one needs to be able to communicate clearly via writing and speaking.
In the case of special needs students such as Hunter, who is dyslexic, he is proof that the Internet is a useful literacy tool. He had been diagnosed as dyslexic in second grade. In seventh grade he took part "in a study comparing performance on traditional state reading tests with a specifically designed Internet reading test" (Rich, 2008, p. 4). Hunter spent 12 weeks learning how to use the Web before taking the Internet test. On the Internet test, Hunter scored in the top quartile, whereas on the traditional reading test he scored in the lowest 10 percent. I think this is huge. If the idea of Education is to educate, here is an example of where the new tool fits the need. Use it.
Julie DeBold
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