A New Literacies Reader Educational Perspectives New Literacies and Digital Epistemologies 1st Edition by Colin Lankshear, Michele Knobel 1433122804 9781433122804

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ISBN 10: 1433122804

ISBN 13: 9781433122804

Author: Colin Lankshear, Michele Knobel

A New Literacies Reader is an introduction to social and cultural studies of new literacies from the perspectives of educators, education researchers and learners. It focuses on how participating in social practices of new literacies can be seen and understood in terms of people becoming insiders to ways of «doing» and «being» that are today considered desirable or worthwhile, and how this can usefully inform how we think about formal schooling and learning. The book’s 18 chapters cover a variety of topics, including:
ߦ studies of new literacies within classroom contexts
ߦ semi-formal learning spaces beyond the classroom
ߦ teacher learning and professional development
ߦ spaces of popular cultural affinities
ߦ practices viewed from different research perspectives
The diverse topics addressed range from multimodal pedagogies, remix, performance poetry, and digital storytelling to issues associated with wireless environments, assessment, identity, and teachers’ ways of taking up new technologies. Chapters explore how young people participate and collaborate within the spaces of popular cultural interests and the various approaches to researching gaming. The book speaks to teachers and teacher educators, education administrators, curriculum developers, education policy makers, professional development specialists, postgraduate research students, and other literacy and new media researchers. A New Literacies Reader is an essential volume for undergraduates, grad students, and faculty interested in refining their knowledge of the vast new horizons created by the world of new literacies.

A New Literacies Reader Educational Perspectives New Literacies and Digital Epistemologies 1st Table of contents:

Introduction: Social and Cultural Studies of New Literacies from an Educational Perspective

New Literacies: Early Statements

A Starting Point

“New Literacies” and a New Technologies Emphasis

“New Literacies” through a Wider Lens: Beyond a Focus on New Technologies Alone

New Literacies without New Technologies at All

Adopting a Focus on New Literacies

(a) Thinking about “New Literacies” Conceptually and Theoretically

(b) Mapping Some Dimensions of a New Literacies Research Space

(i) “Let’s see” Research

(ii) “Try on” Research

(iii) “Educationally applicable” Research

(c) The “New Literacies” Book Series

Organization and Scope of the Book

(a) The Space of the School Classroom

(b) Bridging “The Classroom” and “The Wider World”

(c) Teacher Learning and Professional Development

(d) Spaces of Popular Cultural Affinities

(e) Researcher Perspectives on New Literacies

This Volume and the “New Literacies” Series

A Note on Spelling Conventions

References

Part 1: New Literacies in Classroom Settings

1. Multimodal Pedagogies: Playing, Teaching and Learning with Adolescents’ Digital Literacies

Multimodal Play

Becoming New Media Journalists in an Urban Middle School

Blogging and Other Social Media in the Classroom

Making Our Space by Engaging MySpace and YouTube

Creating Classrooms of and for Multimodal Play

Notes

References

2. Trajectories of Remixing: Digital Literacies, Media Production and Schooling

The Norwegian Context

Digital Literacies: Conceptions, Frameworks and Issues

Conceptual Developments of Remixing

The Bricoleur of Remixing

Remixing Activities in Schools

Three Cases

Case 1: Crossing Borders and Modalities

Case 2: Challenging Prejudices of the Other

Case 3: Media Production in Media Education

Remixing as Literacy

The Idea of Schooling

Conclusion

Notes

References

3. You Won’t Be Needing Your Laptops Today: Wired Bodies in the Wireless Classroom

Technology Refusal

Technologies That Support School Space-time

Discursive Conceptions of (Online and Offline) Social Spaces at Ridgeview

Strong Wired Women vs. Vulnerable Girls in Frightening Online Spaces

Open and Closed Information Spaces

The Damaged Classroom Interaction Space

The Schooling of Digital Space at Ridgeview: Vignettes of Practice

Reform, Technology, and Social Space

Note

References

4. Slammin’ School: Performance Poetry and the Urban School

Slam as New Literacy

Why Poetry?

Why Slam?

Slam in the Classroom

Reinventing Language: “We are the Public Enemies Number One!”

Opening the Floodgate

Getting Students to Write: “I’m Reading off the Top of the Head”

Poetry as Cool

Making Selves Strange and New

Spoken Word and Hip Hop Performativity

Making Society Strange

Learning from Slam

Note

References

Part 2: New Literacies and Semi-Formal Learning beyond the Classroom

5. Influencing Pedagogy through the Creative Practices of Youth

The Participant

Turntablism

Playing at School: Turntablism as Performative, Self-Reflective, and Interpretive

Gil on the Decks at Home: Turntablist as Historian

How Can Gil’s Way of Working Inform and Influence Pedagogy?

Teacher as Ethnographer

Classroom as Youth Space

Multiple Forms of Performance

Embracing Idiosyncratic Ways of Working

Teachers Doing Work with Their Students

Conclusion

Note

References

6. Engaging Urban Youth in Meaningful Dialogue through Digital Storytelling

Methods

Setting and Participants

Data Sources and Analysis

The Multimodality of Race, Ethnicity, and Gender

Examining Gender Identity through New Media Practices of Digital Storytelling

Examining Race and Ethnicity through New Media Practices of Digital Storytelling

Conclusion

Note

References

7. Learning about Circuitry with E-Textiles

Workshop Description

Learning about Simple Circuits: Simple Circuit Quilt Square

Learning about Series and Parallel Circuits: Persistence of Vision (POV) Wristband

Moving beyond the Club

Discussion

Acknowledgments

Note

References

Part 3: New Literacies and Teachers’ Personal and Professional Learning

8. Machinima, Second Life and the Pedagogy of Animation

Animation and Digital Video

The Artist in Second Life

Teaching Machinima in Second Life

Student Machinima

Conclusion

Notes

References

9. New Wine in Old Bottles?: Remediation, Teacher as Bricoleur, and the Story of Antaerus

Starting Out

Moving from Print to Electronic: Which Texts? Which Practices?

Texts Read

Texts Produced

Practices

Teacher Bricoleurs

New Wine in Old Bottles?

Genevieve

Enza

Colleen

Conclusion

Notes

References

10. Supporting Pre-Service Teachers’ Development: The Place of Blogging in the Get Real! Science Teacher Preparation Program

The Context

The Pre-service Teacher Program

Blogging as an Assignment and Expectation

The Blogging Community

An In-depth Look at Maya’s Blogging

Maya and Her Blog

Studying Practice Separate from Practice

Lessons learned: Inspired by practice, informed by program.

How she rolls…Maya being Maya

Learning through Engagement with Her Community

Creativity and wit

Reaching out

Emotions in community

Integration of Autobiography

Sustained Work over Time

Integration of Expert Voice

Comparison with Two Other Pre-Service Teachers’ Blogging

Niklas’s Blogging

Elisabeth’s Blogging

Participants’ Reflections on Their Blogging Experience

Drawbacks and Challenges

Benefits of Blogging for Meaning-Making and Community Development

Concluding Thoughts and Main Take-Aways

Note

References

11. New Literacies and Assessments in Middle School Social Studies Content Area Instruction: Issues for Classroom Practices

Meet the Teachers

The New Literacies Classroom Implementations

Using Digital Storytelling to Build Prior Knowledge about Classical Roman Civilization: New Literacies as an Introduction to Content

Using Comic Strips to Study South Carolina’s History: New Literacies as Culmination of Content

Discussion

Conclusion

Note

References

Part 4: New Literacies and Popular Culture Affinities

12. Language, Culture and Identity in Fan Fiction

Language, Identity, and Discourse

Fan Culture, Second Language Literacy, and Identity

Building an Online Identity

Nanako

Research Questions

Dialogic Resources

From Beybladeto Card Captor Sakura

Author’s Notes and Self-Identifying as an English Language Learner

Card Captor Sakuraand Linguistic and Cultural Identity

Reader Reviews

Flames

Shifts in Identity over Time

Daily Life Resources

Achieved and Ascribed Identities

Note

References

13. Communication, Coordination and Camaraderie: A Player Group in World of Warcraft

Context

Introduction

(Computer) Game Theory

A Typical Night in Molten Core

Gathering and Chatting

Pulling, Coordinated Fighting, and Division of Labor

Making Encounters Routine by Finding Balance

Welcoming Failure in Golemagg and Other Boss Fights

Socially Constructed Social Dilemmas AKA the Problem of Rare Loot

An Atypical Night in Molten Core

Communication and Trust

Note

References

14. Youth Participation: Learning and Growth in the Forum

Communities of Practice

The Gathering of the Elves: Creating the Community

Learning the Language of Role-playing

Language, Power and Belonging

Conclusion

Note

References

15. Which South Park Character Are You?: Popular Culture and Online Performance of Identity

Context

Introduction

Identity on the Page or Screen

Locker Decorations and T-Shirts

Social Networking Sites and Templates of Identities

Reading Friends and Strangers

The Anxiety of Real Audiences

The Multiple Readings of Popular Culture

Bonding the Self with Social Groups

Culture and Identity on Personal Pages

Conclusion

Note

References

Part 5: Researcher Perspectives on New Literacies and Learning

16. Learning about Learning from a Video Game

Preparation for Learning: Before RoN

RoN’s Tutorials: Fish Tanks

RoN ’s Tutorials: Supervised sandboxes

RoN : Unsupervised Sandboxes

Learning and Playing

Conclusion

Note

References

17. Situated Play: Instruction and Learning in Fighter Games

Context

Methodology

Fighting Games

The Novice

The Order of the Design

Orientation to the Game

When Is Instruction?

Educating the Novice

Discussion

Note

References

18. Kongregating Online: Developing Design Literacies in a Play-Based Affinity Space

Kongregate as an Affinity Space

Kongregate Labs

Data Corpus and Collection

Data Sampling

Content Analysis: Characterizing Design Talk in an Affinity Space

A Coding Scheme

Coding Saturation

Discourse Analysis: Unpacking Meaning-Making in an Affinity Space

Rethinking the Boundaries of the Affinity Space

Final Thoughts

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