A New Literacies Reader: Educational Perspectives (New Literacies and Digital Epistemologies)

Description

A New Literacies Reader is an introduction to social and cultural studies of new literacies from the perspectives of educators, education researchers and learners. It focuses on how participating in social practices of new literacies can be seen and understood in terms of people becoming insiders to ways of «doing» and «being» that are today considered desirable or worthwhile, and how this can usefully inform how we think about formal schooling and learning. The book’s 18 chapters cover a variety of topics, including: ߦ studies of new literacies within classroom contexts ߦ semi-formal learning spaces beyond the classroom ߦ teacher learning and professional development ߦ spaces of popular cultural affinities ߦ practices viewed from different research perspectives The diverse topics addressed range from multimodal pedagogies, remix, performance poetry, and digital storytelling to issues associated with wireless environments, assessment, identity, and teachers’ ways of taking up new technologies. Chapters explore how young people participate and collaborate within the spaces of popular cultural interests and the various approaches to researching gaming. The book speaks to teachers and teacher educators, education administrators, curriculum developers, education policy makers, professional development specialists, postgraduate research students, and other literacy and new media researchers. A New Literacies Reader is an essential volume for undergraduates, grad students, and faculty interested in refining their knowledge of the vast new horizons created by the world of new literacies. Cover Contents Acknowledgments Introduction: Social and Cultural Studies of New Literacies from an Educational Perspective New Literacies: Early Statements A Starting Point “New Literacies” and a New Technologies Emphasis “New Literacies” through a Wider Lens: Beyond a Focus on New Technologies Alone New Literacies without New Technologies at All Adopting a Focus on New Literacies (a) Thinking about “New Literacies” Conceptually and Theoretically (b) Mapping Some Dimensions of a New Literacies Research Space (i) “Let’s see” Research (ii) “Try on” Research (iii) “Educationally applicable” Research (c) The “New Literacies” Book Series Organization and Scope of the Book (a) The Space of the School Classroom (b) Bridging “The Classroom” and “The Wider World” (c) Teacher Learning and Professional Development (d) Spaces of Popular Cultural Affinities (e) Researcher Perspectives on New Literacies This Volume and the “New Literacies” Series A Note on Spelling Conventions References Part 1: New Literacies in Classroom Settings Chapter 1. Multimodal Pedagogies: Playing, Teaching and Learning with Adolescents' Digital Literacies Multimodal Play Becoming New Media Journalists in an Urban Middle School Blogging and Other Social Media in the Classroom Making Our Space by Engaging MySpace and YouTube Creating Classrooms of and for Multimodal Play Notes References Chapter 2. Trajectories of Remixing: Digital Literacies, Media Production and Schooling The Norwegian Context Digital Literacies: Conceptions, Frameworks and Issues Conceptual Developments of Remixing The Bricoleur of Remixing Remixing Activities in Schools Three Cases Case 1: Crossing Borders and Modalities Case 2: Challenging Prejudices of the Other Case 3: Media Production in Media Education Remixing as Literacy The Idea of Schooling Conclusion Notes References Chapter 3. You Won’t Be Needing Your Laptops Today: Wired Bodies in the Wireless Classroom Technology Refusal Technologies That Support School Space-time Discursive Conceptions of (Online and Offline) Social Spaces at Ridgeview Strong Wired Women vs. Vulnerable Girls in Frightening Online Spaces Open and Closed Information Spaces The Damaged Classroom Interaction Space The Schooling of Digital Space at Ridgeview: Vignettes of Practice Reform, Technology, and Social Space Note References Chapter 4. Slammin’ School: Performance Poetry and the Urban School Slam as New Literacy Why Poetry? Why Slam? Slam in the Classroom Reinventing Language: “We are the Public Enemies Number One!” Opening the Floodgate Getting Students to Write: “I’m Reading off the Top of the Head” Poetry as Cool Making Selves Strange and New Spoken Word and Hip Hop Performativity Making Society Strange Learning from Slam Note References Part 2: New Literacies and Semi-Formal Learning beyond the Classroom Chapter 5. Influencing Pedagogy through the Creative Practices of Youth The Participant Turntablism Playing at School: Turntablism as Performative, Self-Reflective, and Interpretive Gil on the Decks at Home: Turntablist as Historian How Can Gil’s Way of Working Inform and Influence Pedagogy? Teacher as Ethnographer Classroom as Youth Space Multiple Forms of Performance Embracing Idiosyncratic Ways of Working Teachers Doing Work with Their Students Conclusion Note References Chapter 6. Engaging Urban Youth in Meaningful Dialogue through Digital Storytelling Methods Setting and Participants Data Sources and Analysis The Multimodality of Race, Ethnicity, and Gender Examining Gender Identity through New Media Practices of Digital Storytelling Examining Race and Ethnicity through New Media Practices of Digital Storytelling Conclusion Note References Chapter 7. Learning about Circuitry with E-Textiles Workshop Description Learning about Simple Circuits: Simple Circuit Quilt Square Learning about Series and Parallel Circuits: Persistence of Vision (POV) Wristband Moving beyond the Club Discussion Acknowledgments Note References Part 3: New Literacies and Teachers’ Personal and Professional Learning Chapter 8. Machinima, Second Life and the Pedagogy of Animation Animation and Digital Video The Artist in Second Life Teaching Machinima in Second Life Student Machinima Conclusion Notes References Chapter 9. New Wine in Old Bottles? Remediation, Teacher as Bricoleur, and the Story of Antaerus Starting Out Moving from Print to Electronic: Which Texts? Which Practices? Texts Read Texts Produced Practices Teacher Bricoleurs New Wine in Old Bottles? Genevieve Enza Colleen Conclusion Notes References Chapter 10. Supporting Pre-Service Teachers’ Development: The Place of Blogging in the Get Reall Science Teacher Preparation Program The Context The Pre-service Teacher Program Blogging as an Assignment and Expectation The Blogging Community An In-depth Look at Maya’s Blogging Maya and Her Blog Studying Practice Separate from Practice Learning through Engagement with Her Community Integration of Autobiography Sustained Work over Time Comparison with Two Other Pre-Service Teachers’ Blogging Niklas’s Blogging Elisabeth’s Blogging Participants’ Reflections on Their Blogging Experience Drawbacks and Challenges Benefits of Blogging for Meaning-Making and Community Development Concluding Thoughts and Main Take-Aways Note References Chapter 11. New Literacies and Assessments in Middle School Social Studies Content Area Instruction: Issues for Classroom Practices Meet the Teachers The New Literacies Classroom Implementations Using Digital Storytelling to Build Prior Knowledge about Classical Roman Civilization: New Literacies as an Introduction to Content Using Comic Strips to Study South Carolina’s History: New Literacies as Culmination of Content Discussion Conclusion Note References Part 4: New Literacies and Popular Culture Affinities Chapter 12. Language, Culture and Identity in Fan Fiction Language, Identity, and Discourse Fan Culture, Second Language Literacy, and Identity Building an Online Identity Nanako Research Questions Dialogic Resources From Beyblade to Card Captor Sakura Author’s Notes and Self-Identifying as an English Language Learner Card Captor Sakura and Linguistic and Cultural Identity Reader Reviews Flames Shifts in Identity over Time Daily Life Resources Achieved and Ascribed Identities Note References Chapter 13. Communication, Coordination and Camaraderie: A Player Group in World of Warcraft Context Introduction (Computer) Game Theory A Typical Night in Molten Core Gathering and Chatting Pulling, Coordinated Fighting, and Division of Labor Making Encounters Routine by Finding Balance Welcoming Failure in Golemagg and Other Boss Fights Socially Constructed Social Dilemmas AKA the Problem of Rare Loot An Atypical Night in Molten Core Communication and Trust Note References Chapter 14. Youth Participation: Learning and Growth in the Forum Communities of Practice The Gathering of the Elves: Creating the Community Learning the Language of Role-playing Language, Power and Belonging Conclusion Note References Chapter 15. Which South Park Character Are You? Popular Culture and Online Performance of Identity Context Introduction Identity on the Page or Screen Locker Decorations and T-Shirts Social Networking Sites and Templates of Identities Reading Friends and Strangers The Anxiety of Real Audiences The Multiple Readings of Popular Culture Bonding the Self with Social Groups Culture and Identity on Personal Pages Conclusion Note References Part 5: Researcher Perspectives on New Literacies and Learning Chapter 16. Learning about Learning from a Video Game Preparation for Learning: Before RoN RoN’s Tutorials: Fish Tanks RoN ’s Tutorials: Supervised sandboxes RoN: Unsupervised Sandboxes Learning and Playing Conclusion Note References Chapter 17. Situated Play: Instruction and Learning in Fighter Games Context Methodology Fighting Games The Novice The Order of the Design Orientation to the Game When Is Instruction? Educating the Novice Discussion Note References Chapter 18. Kongregating Online: Developing Design Literacies in Play-Based Affinity Space Kongregate as an Affinity Space Kongregate Labs Data Corpus and Collection Data Sampling Content Analysis: Characterizing Design Talk in an Affinity Space A Coding Scheme Coding Saturation Discourse Analysis: Unpacking Meaning-Making in an Affinity Space Rethinking the Boundaries of the Affinity Space Final Thoughts Notes References Name Index Subject Index