“21st Century Literacies” compiled by Cathy N. Davidson
Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”—attention, participation, collaboration, and network awareness—that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R’s, but also how to learn, unlearn, and relearn. Expanding on these, here are ten “literacies” that seem crucial for our discussion of “This Is Your Brain on the Internet.”
• Attention: What are the new ways that we pay attention in a digital era? How do we need to change our concepts and practices of attention for a new era? How do we learn and practice new forms of attention in a digital age?
• Participation: Only a small percentage of those who use new “participatory” media really contribute. How do we encourage meaningful interaction and participation? What is its purpose on a cultural, social, or civic level?
• Collaboration: How do we encourage meaningful and innovative forms of collaboration? Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking. HASTAC has cultivated the methodology of “collaboration by difference” to address the most meaningful and effective way that disparate groups can contribute.
• Network awareness: What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others? How do you gain a sense of what that extended network is and what it can do?
• Design: How is information conveyed differently in diverse digital forms? How do we understand and practice the elements of good design as part of our communication and interactive practices?
• Narrative, Storytelling: How do narrative elements shape the information we wish to convey, helping it to have force in a world of competing information?
• Critical consumption of information: Without a filter (such as editors, experts, and professionals), much information on the Internet can be inaccurate, deceptive, or inadequate. Old media, of course, share these faults that are exacerbated by digital dissemination. How do we learn to be critical? What are the standards of credibility?
• Digital Divides, Digital Participation: What divisions still remain in digital culture? Who is included and who is excluded and how do basic aspects of economics, culture, and literacy levels dictate not only who participates in the digital age but how we participate?
• Ethics and Advocacy: What responsibilities and possibilities exist to move from participation, interchange, collaboration, and communication to actually working towards the greater good of society by digital means in an ethical and responsible manner?
• Learning, Unlearning, and Relearning: Alvin Toffler has said that, in the rapidly changing world of the twenty-first century, the most important skill anyone can have is the ability to stop in one’s tracks, see what isn’t working, and then find ways to unlearn old patterns and relearn how to learn. This requires all of the other skills in this program but is perhaps the most important single skill we will teach. It means that, whenever one thinks nostalgically, wondering if the “good old days” will ever return, that one’s “unlearning” reflex kicks in to force us to think about what we really mean with such a comparison, what good it does us, and what good it does to reverse it. What can the “good new days” bring? Even as a thought experiment—gedanken experiment—trying to unlearn one’s reflexive responses to change situation is the only way to become reflective about one’s habits of resistance.
Group items tagged
Measuring Classroom Progress: 21st Century Assessment Project Wants Your Inpu... - 8 views
-
""21st Century Literacies" compiled by Cathy N. Davidson Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"-attention, participation, collaboration, and network awareness-that must to be addressed, understood and cultivated in the digital age. (see, http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538). Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn. Expanding on these, here are ten "literacies" that seem crucial for our discussion of "This Is Your Brain on the Internet." * Attention: What are the new ways that we pay attention in a digital era? How do we need to change our concepts and practices of attention for a new era? How do we learn and practice new forms of attention in a digital age? * Participation: Only a small percentage of those who use new "participatory" media really contribute. How do we encourage meaningful interaction and participation? What is its purpose on a cultural, social, or civic level? * Collaboration: How do we encourage meaningful and innovative forms of collaboration? Studies show that collaboration can simply reconfirm consensus, acting more as peer pressure than a lever to truly original thinking. HASTAC has cultivated the methodology of "collaboration by difference" to address the most meaningful and effective way that disparate groups can contribute. * Network awareness: What can we do to understand how we both thrive as creative individuals and understand our contribution within a network of others? How do you gain a sense of what that extended network is and what it can do? * Design: How is information conveyed differently in diverse digital forms? How do we understand and practice the elements of good design as part of our communication and interactive practices? * Narrative, Storytelling: How do na
Code of Ethics of the American Library Association | Advocacy, Legislation & Issues - 0 views
-
code of ethics for ALA
Businesses told to exploit social media - 0 views
-
"The move toward social media is as big a change as Gutenberg and the printing press," said Karl Long, a product manager at Nokia. "Social media is the ability for anyone to publish anything without any cost."
-
Panelists said the social media sites are changing communications.
-
The panelists said businesses are beginning to recognize the benefits of having conversations with consumers.
- ...3 more annotations...
bikemanhattan.info | building a more bike-friendly community in Manhattan Kansas - 2 views
-
Wesch's Bike Blog
The Internet and Social Life (Annual Review of Psychology 2004) - 1 views
-
However, the Internet is not merely the Swiss army knife of communications media. It has other critical differences from previously available communication media and settings (see, e.g., McKenna & Bargh 2000), and two of these differences especially have been the focus of most psychological and human-computer interaction research on the Internet. First, it is possible to be relatively anonymous on the Internet, especially when participating in electronic group venues such as chat rooms or newsgroups. This turns out to have important consequences for relationship development and group participation. second, computer-mediated communication (CMC) is not conducted face-to-face but in the absence of nonverbal features of communication such as tone of voice, facial expressions, and potentially influential interpersonal features such as physical attractiveness, skin color, gender, and so on. Much of the extant computer science and communications research has explored how the absence of these features affects the process and outcome of social interactions.
-
Sproull & Kiesler (1985) considered CMC to be an impoverished communication experience, with the reduction of available social cues resulting in a greater sense or feeling of anonymity. This in turn is said to have a deindividuating effect on the individuals involved, producing behavior that is more self-centered and less socially regulated than usual. This reduced-information model of Internet communication assumes further that the reduction of social cues, compared to richer face-to-face situations, must necessarily have negative effects on social interaction (i.e., a weaker, relatively impoverished social interaction).
-
The relative anonymity of the Internet can also contribute to close relationship formation through reducing the risks inherent in self-disclosure. Because selfdisclosure contributes to a sense of intimacy, making self-disclosure easier should facilitate relationship formation. In this regard Internet communication resembles the "strangers on a train" phenomenon described by Rubin (1975; also Derlega & Chaikin 1977). As Kang (2000, p. 1161) noted, "Cyberspace makes talking with strangers easier. The fundamental point of many cyber-realms, such as chat rooms, is to make new acquaintances. By contrast, in most urban settings, few environments encourage us to walk up to strangers and start chatting. In many cities, doing so would amount to a physical threat."Overall, then, the evidence suggests that rather than being an isolating, personally and socially maladaptive activity, communicating with others over the Internet not only helps to maintain close ties with one's family and friends, but also, if the individual is so inclined, facilitates the formation of close and meaningful new relationships within a relatively safe environment.
- ...7 more annotations...
1 - 6 of 6
Showing 20▼ items per page