Multi- or transliteracies? Media Education and Challenges of the 21th Century
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Lecture at NTNU 27th October 2014
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Multi- or transliteracies? Media Education and Challenges of the 21th Century
- 1. Multi- or transliteracies? Media Education and Challenges of the 21th Century Reijo Kupiainen
- 2. Media environment in change EU Kids Online 2010- www.eukidsonline.net http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/PDFs/ EUKOLongitudinal-report,-final.pdf
- 3. Media environment in change http://www.uta.fi/cmt/index/mobiilimuksut.pdf
- 5. RSA Animate: Sir Ken Robinson: Changing Education Paradigms https://www.youtube.com/watch?v=zDZFcDGpL4U
- 7. Needed: New literacy paradigm!
- 8. MIL: Media and information literacy
- 9. UNESCO: MIL framework http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept/ http://www.unesco.org/archives/multimedia/index.php?id_film=2148&id_page=33&s=films_details#.VEuf_Ofl3Ls
- 12. Transliteracies
- 13. Transliteracies • Origin: Transliteracies Research Project (Alan Liu, 2005) • Definition: “the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.” (Thomas et al. 2007)
- 14. Transliteracies in French context (Divina Frau-Meigs) • Research beyond cultural studies (UK) and media literacy • New paradigms: networks, creative industries etc. • Cosmo-political perspective • Neuro-sciences and social cognition
- 17. ”Transliteracies as 21st century skills = operational, critical, editorial and organizational skills.” – Divina Frau-Meigs, 2014. Conference of Media Education Futures, Tampere
- 18. Information transliteracy (Lehmans) • Education in the mass media • Computation (programming, displays, reading on screens) • Learning from information-documentation • Prefix trans-: • transversality: set of skills common to all media contexts and techniques • transforming: situation, content and information • transition: from collective to individual practices http://ifapcom.ru/files/News/Images/2012/mil/Liquete_text.pdf
- 19. Multiliteracies
- 20. The New London Group Goal: students as social agents, who design their own social futures by discourses and literacy The New London Group 1996, ”A pedagogy of multiliteracies designing social futures,” Harward Educational Review 66(1).
- 21. The New London Group 1996, ”A pedagogy of multiliteracies designing social futures,” Harward Educational Review 66(1).
- 22. Multiliteracy Book Grammar Competence
- 23. Multiliteracy Book Grammar Competence
- 24. Multiliteracy Book Image Grammar Competence
- 25. Multiliteracy Book Image Grammar Competence
- 26. Multiliteracy Book Image Grammar Semiotic resources Competence
- 27. Multiliteracy Book Image Grammar Semiotic resources Competence
- 28. Multiliteracy Book Image Grammar Semiotic resources Competence Design
- 29. Reader’s existing ! interest shapes attention, which produces engagement leading to selection of elements from the message, leading to a framing of these elements, which leads to their transformation and transduction, which produces a new (‘inner’) sign (Kress 2010, Multimodality. A Social Semiotic Approach to Contemporary Communication. Routledge)
- 36. Design of meaning Transformed practice Critical framing Overt instruction Situated practice
- 37. Design of meaning Transformed practice Critical framing Overt instruction Texts and resources Situated practice
- 38. Design of meaning Transformed practice Critical framing Overt instruction Texts and resources Situated practice
- 39. Design of meaning Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 40. Design of meaning Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 41. Design of meaning Design and remixing Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 42. Design of meaning Design and remixing Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 43. Design of meaning Participating and using own voice Design and remixing Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 44. Design of meaning Participating and using own voice Design and remixing Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 45. Design of meaning Empowerment and social agency Participating and using own voice Design and remixing Reading and understanding Texts and resources Transformed practice Critical framing Overt instruction Situated practice
- 46. MIL Transliteracies Multiliteracies What do we need in the future?