Collection of resources to guide the design and creation of learning and teaching with the new literacies in mind... creating "New Learning Ecologies" that are participatory, distributed and collaborative.
Storified by Karen Steffensen · Tue, Aug 14 2012 09:29:35
"Literacies are bound up with social, institutional and cultural relationships, and can only be understood when they are situated with their social, cultural and historical contexts ( Gee et al, 1996, xii)."
"Texts are integral parts of innumerable, everyday 'lived, talked, enacted, value + belief-laden practices that are carried out in specific places and at specific times ( Gee et al, 1991, p. 3)."
"Literacy has extended its semantic reach from meaning ' the ability to read and write' to 'the ability to understand information however presented... multi-mediated nature of digital information. Being digitally literate involves being skilled at deciphering complex images and sounds as well as the syntactical subtleties of words. Digitally literate people are quick on their feet in moving from one kind of medium to another... knowing what kinds of expression fits what kinds of knowledge and they become skilled at presenting information in the medium that their audience will find easiest to understand."
"Texts are integral parts of innumerable, everyday 'lived, talked, enacted, value + belief-laden practices that are carried out in specific places and at specific times ( Gee et al, 1991, p. 3)."
"Literacy has extended its semantic reach from meaning ' the ability to read and write' to 'the ability to understand information however presented... multi-mediated nature of digital information. Being digitally literate involves being skilled at deciphering complex images and sounds as well as the syntactical subtleties of words. Digitally literate people are quick on their feet in moving from one kind of medium to another... knowing what kinds of expression fits what kinds of knowledge and they become skilled at presenting information in the medium that their audience will find easiest to understand."
Research: Focus on New Literacies
Allan Luke: The New Literacies
Multi-Literacies:
The term "multiple literacies" thus points to the many different kinds of literacies needed
to access, interpret, criticize, and participate in the emergent new forms of culture and society.
Obviously, the key root here is the multiple, the proliferation of media and forms that demand a
multiplicity of competencies and skills and abilities to access, interact, and help construct a new
semiotic terrain. Multiple literacies involve reading across varied and hybrid semiotic fields and
being able to critically and hermeneutically process print, graphics, and representations, as well
as moving images and sounds. The term "hybridity" suggests the combination and interaction of
diverse media and the need to synthesize the various forms in an active process of the
construction of meaning. Reading a music video, for instance, involves processing images,
music, spectacle, and sometimes narrative in a multisemiotic activity that simultaneously draws
on diverse aesthetic forms. Interacting with a website or CD-ROM often involves scanning text,
graphics, moving images, and clicking onto the fields that one seeks to peruse and explore,
looking for appropriate material. This might lead one to draw upon a multiplicity of materials in
new interactive learning or entertainment environments, whereby one must simultaneously read
and interpret images, graphics, animation, and text.
to access, interpret, criticize, and participate in the emergent new forms of culture and society.
Obviously, the key root here is the multiple, the proliferation of media and forms that demand a
multiplicity of competencies and skills and abilities to access, interact, and help construct a new
semiotic terrain. Multiple literacies involve reading across varied and hybrid semiotic fields and
being able to critically and hermeneutically process print, graphics, and representations, as well
as moving images and sounds. The term "hybridity" suggests the combination and interaction of
diverse media and the need to synthesize the various forms in an active process of the
construction of meaning. Reading a music video, for instance, involves processing images,
music, spectacle, and sometimes narrative in a multisemiotic activity that simultaneously draws
on diverse aesthetic forms. Interacting with a website or CD-ROM often involves scanning text,
graphics, moving images, and clicking onto the fields that one seeks to peruse and explore,
looking for appropriate material. This might lead one to draw upon a multiplicity of materials in
new interactive learning or entertainment environments, whereby one must simultaneously read
and interpret images, graphics, animation, and text.
