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10 octobre 2012 VUB/SMIT Divina Frau-Meigs
Transliteracies:an emerging concept for MIL in the cyberist era
Divina FRAU-MEIGSProfessor, Sorbonne Nouvelle UniversityHead, section “Media Education Research” International Association for Media and Communication Research (IAMCR/AIERI)Director, Master AIGEME “Ingénierie de l’éducation aux médias et du e-learning”
the connected youth and the shuttle screen situation
computer
ICT journals
broadcast screen
Video/DVD
CD and DVD
Mobile phone
Joystick
broadband screen
Sticks
K7 and video games
+ MP3, digital camera,... Source: Verniers, Graz, 2007…
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
Summary
1. Media research trends informing media literacy
2. Media education practices and processes informing research
3. Moving towards “Transliteracies” 4. Modelling Transliteracies 5. Implications for curricula and policies
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
1. Media research trends informing media literacy I.1 Learning shifts in the cyberist moment
Not modernist or postmodernist, but transformative
Visual culture: image and action-oriented
+ Alphabetical culture: text and reflection-oriented
+ shuttle screen: broadcast broadband
Online activities first and then offline extensions
Media as spectacles + services
Media as content aggregators
Media as « participatory » (but from a few to a few, not many to many)
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
1. Media research trends informing media literacy I.2 Moving Research Beyond “Cultural Studies”
A certain use in its time: a relatively coherent and encompassing frameworkBut : Obsolete and recuperated within pop commercial culture
To be upgraded New paradigms : networks, flux, services, creative industries,… cosmo-political perspectives : non linear, non
causal, reticular, multi-causal, multi-polar y processual
Neuro-sciences and social cognition (memory, identity,…)
2. Media education practices and processes informing research
MIL (as presented by UNESCO and European Expert Group)
Media and Information Literacy convergence
Knowledge, Competencies and Attitudes
Communication skills constellationSource: J. Lau, 2009
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
Information Skills
Mass Media Skills
Scientists,Scholars, decision-makers
Scientific publications,
academic information
Research,decision-making
Citizens’ news needs, general
information needs
Mass media
Form opinions, make general
decisions, leisure
Citizens, professionals,
students
Validated information, publications
Learning, studying
User Medium Use
Media and Information Literacy Convergence
Access Identify need / Express /Search / Locate
Core skills Subsidiary skills
Analyze / Induction / Deduction
(Understand) / Process
Apply / Learn / Ethics / Communicate / Reproduce /
Produce
Evaluation/Understanding
Use
Lau, Jesus (2010) Conceptual Relationship of Information Literacy and Media Literacy
Knowledge, competencies, and attitudes
INFORMATION LITERACY
ICT SKILLS – MEDIA LITERACY
LITERACY
ORAL COMMUNICATION
REASONING
Other information
Skills
Digital technology
Use
Use of Communicatio
nTools
Use of Networks
Sift media messages
Analyze media
messages
Other ICT / Media Skills
Reading Writing NumeracyOther Basic Skills
Speaking Listening
Thinking Skills
Definition and
articulation of
information need
Location and access
of information
Assessment of
information
Organization of
information
Use of information
Communication and
ethical use of
information
Communication Skills Constellation
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
3. Moving towards Transliteracies
3.1 The socialisation process in a global media environment * Engagement (motivation to use media, participation) * Anticipation (memory and felt experience of media, feeling of
agency and self-control over the situation) * Interpretation (process of appraisal, building skills for evaluation)* Reflexivity (practices accumulated through time, self-
awareness) * Performance (understanding of social roles and expectations
about attitudes and values)* Co-construction (social accountability and collective responsibility) * Revision (cognitive feedback loop, options for social change)
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
3.2 The repertoire of e-strategies * Play (problem solving)
* Simulation (dynamic modelling) * Content-aggregation (alternative identities for self-discovery)* Sampling (remixing of media outputs) * Multitasking (interaction with a variety of media tools) * Pooling (distributed intelligence by aggregating information) * Transmedia navigation (control over knowledge in public
domain)* Networking (search and distribution of information)* Peer-to-Peer coordination (negotiation across communities), (adapted from Jenkins 2009= New Media Literacies, 2011).
3. Moving towards “Transliteracies”
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
3. Moving towards “Transliteracies”
3.3 Designing competences within the socialisation process* Comprehension * Criticism * Creativity * Consumption * Cross-cultural communication * Citizenship * Conflict Management and resolution (Frau-Meigs 2011).
3. Moving towards “Transliteracies”
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
4. Modelling “Transliteracies”
4.1 Considering “Information” from 3 fieldsinfoliteracy: the economics of data production and the referencing of documents with a strong stress on their verifiability : information = documentmedialiteracy: the mastery over a series of semiotic resources (text, image, sound,…), with a strong focus on news and their relation to the training of users in developing a critical mind to assess truth and trust : information = newscomputerliteracy: a set of uses and practices in relation to computers and digital tools and platforms, with a focus on their design, their functioning and their finalities : information = code
information cultures+ digital cultures
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
4. Modelling “Transliteracies”
4.2 Transliteracies as an emerging field
Double meaning of today’s convergence:
1)the multi-media dimensions of current literacy —being able to read, write, count (3R’s) and compute with print and digital tools and via all sorts of formats from book to blog;
2) the trans-domain requirements for full literacy —being able to search, test, validate, modify information as understood in computation (code), in communication (news) and in library science (document).
Interdisciplinary research restructuration of the three
separate fields (overlapping concepts, methodologies and finalities)
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
3. Modelling Transliteracies
4.3 from transliteracy to e-learning analyse the definitions and territories of “information”
in the various literacies that cover it (media, information, computation);
articulate the theoretical stakes of transliteracies, in particular in relation to the socialisation process and e-strategies;
evaluate the existing indicators for media and information literacy and produce transliteracy indicators;
position the question of information in the skills and competences for lifelong learning
Connect transliteracies with the fuzzy field of e-learning
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
5. Implications for curricula and policies
Criticise today’s use of media and information literacy in neo-liberal societies: the sweet candy around the bitter pill
Articulate the 7Cs and e-strategies to transliteracies curricula
Articulate to attitudes and values online and offline: pedadogy of participation and co-construction
Develop implications for templates for national policies in transliteracy
5. Implications for curricula and policies
The example of AIGEME : Media biographies eportfolio design Competences and group dynamics Cyberpresence:
social presence cognitive presence designed presence
5. Implications for curricula and policies : around the learner project
Teacher/tutorLearner
Project
help(software)
Tools (harware)
monitoring MediationMediation HelpHelp ToolsTools Monitoring Monitoring MediatizationMediatization Follow-upFollow-up FeedbackFeedback ScaffoldingScaffolding Source: JP Source: JP
Narcy-Combes, Narcy-Combes, 20042004
(software)
follow-up feedback
scaffolding
Retroaction on project and mediation
mediation
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
5. Implications for curricula and policies
Elements for national policy template: shared, consensual vision; public policies for education and for public media; teacher and librarian training; awareness raising of all stakeholders; dissemination of research; international cooperation
Production of standard setting tools, such as recommendations, directives, observatories, declarations, in co-regulation and governance framework
Dissemination of documents and sense-making practices via digital tools and via school curricula, master’s programmes for new professions (tutors on line, coaches, moderators,…)
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
To read more:-Frau-Meigs Divina. Media Matters in the Cultural
Contradictions of the Information Society. Towards a human rights based Governance. Council of Europe, 2011
-Frau-Meigs Divina.Penser la société de l’écran. Sorbonne nouvelle, 2011
-Frau-Meigs Divina. Socialisation des jeunes et éducation aux médias. Eres, 2011
- (ed.) Media Education Kit (UNESCO), 2007- (ed.) Mapping Media Education Policies (AoC), 2009
For further contact
divina.meigs@orange.fr www.medias-matrices.net
THANK YOU !
10 octobre 2012 VUB/SMIT Divina Frau-Meigs
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