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Response to roundtable discussion on critical digital literacy

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Response to roundtable discussion on critical digital literacy

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The idea of making and remaking -- how might this be a productive focus to contrast with the dominant discourses of use and competency? How might young people's ability to mix, remix, make and remake, using digital media -- but beyond the uses defined by commercial interests or government policy -- be a useful study? #Scott's daughter's use of music.ly

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The knowledge question and the identity question

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The knowledge question and the identity question

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Systems
Platforms
Practices
Relationships >>
An agenda for research in LI education?

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Thinking about Jennifer Rowsell's presentation

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Thinking about Jennifer Rowsell's presentation

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Affect links to so much else we have been discussing in the morning sessions -- our reluctance to engage with and theorise the ephemeral and elusive. Affect and the emotions of literacy practice represent what is often most important in people's literacy lives, and yet we avoid theorising it to the same degree we theorise the systematic and concrete. Subsequent presentation from Anna-Lene about teachers' reluctance to assess multimodal texts as multimodal meaning making points to the same limits to our language and imagination. How can we develop a shared concern with affective and less quantifiable aspects of literacy? Is this also counter-cultural work? How doe this link to feminist work on the 'politics of the emotions'?

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Afternoon roundtable discussion on critical literacy

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Afternoon roundtable discussion on critical literacy

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The outline of Pangrazio's work -- the need to keep foregrounding the social and contextual factors that shape and interact with the digital. The tendency to focus on tools and competence can come at the expense of focusing on critical questions of meaning, value and use.

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Themes for SIG TALE's Research Agenda IV

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Themes for SIG TALE's Research Agenda IV

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Understandings of knowledge and content, co-shaped by technology

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Themes for SIG TALE's Research Agenda III

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Themes for SIG TALE's Research Agenda III

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Gains and losses of particular research designs

Continuum going from
ethnographic research to
RCT-oriented intervention research

What happens if and when particular research interests, such as affect (see other box) is investigated in both ways?

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Teachers returning to didactical questions of the what and the how. A question of what L1 might mean in particular contexts. Is it language or images and sounds, as well?

What is the content of the subject?
Question to Anna-Lena: At what level is this to be examined? Official discourse, curriculum, subject/discipline expert teachers' perceptions and biographies?

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Teachers don't want to assess students work when they are skills from outside the classroom. Surely, students knowledge and skills can never be isolated to classroom?

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The deep grammar of typographic assessment practices.

Finding ways to talk about multimodal texs ... existing professional knowledge and discourse is a problem

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L1, but
(a) what does L1 entail and mean in different contexts?
(b) where is L1 located and how is it mediated (school/disciplinary knowledge, teacher identity)? Is this part of an inquiry on L1?

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How they used Facebook in a school that's banned? They used proxies

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How they used Facebook in a school that's banned? They used proxies

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Mediation and agency; connected to power, resistance, identity

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in-school, out-of school, in-other-places (what's the value of positioning school as a central point of reference? what other possibilities exist when schools/schooling does not have a central position?) and digital media (and stuff)

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(SK) I believe the discussion on a research agenda should start with a statement and clarification of why this agenda is needed and toward which purposes and direction(s). Listening to Fleur and Scott talking about a global technologizing agenda, urged me to think of how a SIG TALE's agenda would relate to other emerging and established agendas. What's intended here? Is it about becoming part of that agenda? Offering a counter voice (with what means, in what contexts, and with what broader purposes [e.g., to impact policy at a local and transnational level?])?

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Themes for SIG TALE's Research Agenda III

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Themes for SIG TALE's Research Agenda III

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Gains and losses of particular research designs

Continuum going from
ethnographic research to
RCT-oriented intervention research

What happens if and when particular research interests, such as affect (see other box) is investigated in both ways?

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Themes for SIG TALE's Research Agenda II

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Themes for SIG TALE's Research Agenda II

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standardization-technologization, on several levels (policy, enacted classroom etc)
or rephrased: Critical engagement with learning and teaching platforms

AND

Technology in relation to what: Literacy and/or L1? - Do we distinguish in clearcut ways, I don't think so. Some in their presentations refer to literacy, some L1, some both. I would prefer foregrounding L1

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on practices, identities, and the machine -- keywords in a research agenda?

also, a reminder to locate a digital literacy agenda within broader contexts of studying education and knowledge

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"It's fun" -- affect, once more :)

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To some extent, the Ioannidou Elena & Valentina Christodoulou study confirms the Sawyer & van de Ven L1 paradigm theory, however demonstrating that the 19th century Academic paradigm which aims at preserving cultural heritage and nation building, is still alive and kicking. In a sense, Sawyer & van de Ven acknowledge this. Their theory does not claim that a new paradigm replaces the former. Rather, the field becomes paradigmatically multilayered.

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Affect – identity – engagement seems to be a major research theme we could and should work on together across research environments; how do people connect through technology and literacy

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How to conceptualise and operationalise it - engagement, motivation, identification

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Circulation of cultural models in textbooks (J. Rowsell) 

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Circulation of cultural models in textbooks (J. Rowsell) 

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Transfer that to digital media and tools, in a time of marketization; think only of how iPads (and tons of apps) have become a commodity, a part of commonsensical practices of doing digital literacy. A great reminder of looking beyond and below -- to cultural models, discourses, or whatever allows us to bring criticality into function and use.