[literacy and technology]
I've just been reading Ruth's post about the transliteracy colloquium we held last Tuesday and she asks some pertinent questions about multimodality: "Do we process it differently from other texts? What difference does that make in the classroom?" I attempted an answer on her blog but I can't stop thinking about these questions.
I've been thinking about learning styles and key characteristics of strong/successful readers - i.e. critically literate readers, readers who "ask" questions in response to the text (and by text I'm sure that would include visual, aural, cinematic, etc... works).
Pearson, Roehler, Dole, and Duffy (2002) developed a comprehension model citing six strategies that successful readers employ:
I wonder how these strategies might be applied to online reading? How might these strategies help students navigate text, links, images, video, sound, and interaction in an online environment?
Labels: digital literacy, education, lecture, pedagogy, teaching, technology, transliteracy, web 2.0
posted by Jess @ 03:50
2 comments
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jess @ jesslaccetti.co.uk
2 Comments:
I think that trans literacy will draw attention to the digital gap.Many kids still grow up without access to a computer and all that it brings, Most kids on some continents don't have access to computers and might never. Not just for the price of the machine, I'm thinking, but because electricity and so on might not be readily available. Then there are all the boy soldiers (think Ishmael Beah), the displaced children, aids, poverty and so on. Seems like some groups of kids only enjoy easy access to computers and the concomitant technology. But, then again, perhaps computers too will soon become passe as we watch movies on little cell phones, surf the net on same small screen, and so on. some teachers are already calling for in-class activities like: text your friend: reflect on the "words" you choose, the way you incorporated tone, and so on. Also, when one explores websites in class, kids need to be guided through what's where on the screen, the impact of colour, of movement and so on - and, they love it because the love all their video games - of which there are hardly any for girls.
While transliteracy is not just about the digital environment I personally see it as very necessary there. The question of access is an important one. In Prof. Andrew Hugill's presentation at the Transliteracy Colloquium he quoted from Wittgenstein and since then we've been discussing the implication of ethics and value in the online environment. Andrew makes a good point that code itself might lack a context but it is the users that create/enable a context. So, it becomes important to ask different kinds of questions - access is one of them for sure.
As for video games, I've recently written a post for Frontline Books on gaming in the classroom where I talk a bit about a game, Josie True created in an educational context for girls by Mary Flanagan.
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