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J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
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  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
Nigel Coutts

Two resources you might like. - The Learner's Way - 35 views

thelearnersway.net/...two-resources-you-might-like

education change future

shared by Nigel Coutts on 03 Nov 20 - No Cached
Got Apparel liked it
  • Nigel Coutts on 03 Nov 20
     
    Two resources that might appeal to educators pondering the future.
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  • Invedus Outsourcing on 11 Aug 21
     
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  • venugopaliyer on 19 Aug 23
  • shahanahussain on 09 Dec 24
     
    Emotional Intelligence (EI) has been described by the Harvard Business Review as a paradigm-shifting concept, transforming how we approach personal and professional development. Recognising its profound impact, UNICEF advocates for the incorporation of EI from an early age, believing that fostering these skills in children helps them grow into balanced individuals. By equipping young people with the ability to manage their emotions and navigate challenges rationally, EI sets the foundation for a lifetime of healthier relationships, improved decision-making, and emotional resilience. Significance of EI The positive impact of EI on education is clear. Students with well-developed EI skills tend to perform better academically, as they are more focused, motivated, and resilient in the face of challenges. EI also enhances social interactions, enabling students to build stronger relationships with peers and teachers. More importantly, it supports emotional well-being by helping students manage stress, cope with setbacks, and navigate conflicts with maturity and understanding. A student with high emotional intelligence is not only equipped to handle academic pressure but also prepared to deal with life's ups and downs. These skills are invaluable, especially in a world that increasingly values emotional well-being alongside intellectual achievement. For instance, Indian schools in Dubai are recognising the importance of EI, offering programs that nurture emotional growth alongside academic learning, creating well-rounded individuals prepared for the future. Integrating EI into the Curriculum For EI to truly benefit students, it must be woven into the fabric of the school curriculum. While academic subjects like mathematics and science are crucial, it's equally important to incorporate emotional intelligence into daily lessons. Schools can include activities such as role-playing exercises, group discussions, and mindfulness practices that help students build empathy,
  • akasainstitute on 24 May 25
Tero Toivanen

Why boys will pick Bob over Barbie - children are genetically programmed, say scientist... - 0 views

www.dailymail.co.uk/...programmed-say-scientists.html

genetics genetically programmed boys girls gender biological differences social pressure study research toys

shared by Tero Toivanen on 01 Jul 09 - Cached
  • Tests involving children as young as three months suggest biological differences and not social pressures dictate which toys children like to play with. The U.S. study looked at babies aged three to eight months - before they can identify even the gender of other people.
  • Researchers placed a doll and truck inside a puppet-theatre style box and showed them to 30 children - 17 boys and 13 girls - for two ten-second intervals.The findings, from researchers at Texas A&M University, overturn conventional wisdom that children's toy preferences are down to social conditioning.
  • For the study, led by Gerianne Alexander, researchers set up a presentation box similar to a puppet theatre and placed a doll and truck inside.
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  • Eye-tracking technology measured how many times and how long the babies focused or 'fixated' on each object.
  • The researchers found that 'girls showed a visual preference for the doll over the toy truck and boys compared to girls showed a greater number of visual fixations on the truck'.
  • It seems unlikely that object interests in infants younger than nine months of age are a result of internal motivation to conform to external referents of gender role behaviour.
  • The study reinforces the findings of previous research by Dr Alexander involving green vervet monkeys. Male monkeys spent more time playing with traditional male toys such as a car and a ball than did female monkeys. The female monkeys, however, spent more time playing with a doll and a pot than did the males. 
  • Tero Toivanen on 01 Jul 09
     
    The researchers found that 'girls showed a visual preference for the doll over the toy truck and boys compared to girls showed a greater number of visual fixations on the truck'.
Ruth Howard

Basics - In a Helpless Baby, the Roots of Our Social Glue - NYTimes.com - 0 views

www.nytimes.com/...03angi.html

nytimes.com nytimes parenting socialisation babies anthropology science nurturing attachment primatology

shared by Ruth Howard on 23 Mar 09 - Cached
  • Ruth Howard on 23 Mar 09
     
    Quote "Our capacity to cooperate in groups, to empathize with others and to wonder what others are thinking and feeling - all these traits, Dr. Hrdy argues, probably arose in response to the selective pressures of being in a cooperatively breeding social group, and the need to trust and rely on others and be deemed trustworthy and reliable in turn. Babies became adorable and keen to make connections with every passing adult gaze. Mothers became willing to play pass the baby. "Dr. Hrdy points out that mother chimpanzees and gorillas jealously hold on to their infants for the first six months or more of life.Dr. Hrdy wrote her book in part to counter what she sees as the reigning dogma among evolutionary scholars that humans evolved their extreme sociality and cooperative behavior to better compete with other humans." Very cool.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
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