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CATHY BURNETT
SHEFFIELD INSTITUTE OF EDUCATION, SHEFFIELD HALLAM UNIVERSITY, ENGLAND
A FRAMEWORK FOR 21ST CENTURY LITERACIES?
Structure of my talk
1. Starting points: literacies in a digital age, organising concepts, assemblage
2. Some assemblings of digital practices
3. A charter for 21st century literacies
4. Dissonant discourses
5. Delightful disruptions
1. Starting points: literacies in a digital age organising concepts assemblage
LITERACIES IN A DIGITAL AGE…
SOME ORGANISING CONCEPTS…
• children as ‘being rather than becoming literate’ (Mavers, 2007)
• technologies as ‘placed resources’ (Prinsloo, 2005)
• mesh of on/offline, on/offscreen practices
• ‘translocal assemblages’ (McFarlane, 2009)
• an interest in relations between people and things (Law, 2004)
• assembling
‘…the ways that economy and politics, policy, organizational arrangements, knowledge, subjectivity, pedagogy, everyday practices and feelings come together’ (Youdell, 2011)
‘…assemblage is a process of bundling, or assembling, or better of recursive self-assembling in which the elements put together are not fixed in shape, do not belong to a larger pre-given list but are constructed at least in part as they are entangled together.’ (Law, 2004, p.42) …assembling in the moment…
2. Some assemblings of digital practices
Some assemblings…
A. Polo Lemphane & Mastin Prinsloo
B. Guy Merchant C. Cathy Burnett & Chris Bailey D. Karen Wohlwend & Beth
Buchholz
A. Polo Lemphane & Mastin Prinsloo (South Africa)
2 Cape Town families:
Mahlale family
Bolton family
‘We describe how differently situated children and already coded digitalised resources position each other, where children draw on widely circulating forms and resources as well as locally developed constructs of value, status and identity.’ (p. 16)
(Lemphane & Prinsloo, 2014)
Techno practices in the Mahlale family
• a connection to electricity grid (neighbours charged phones in Mahlale home)
• TV - used for watching videos
• 2 mobile phones used by parents for making/taking calls
• one longer lasting battery and preinstalled games (The ring game)
• children took mobile phone off charger when parents not looking
• asked to ‘see’ visitors’ phones …and played with them
• children never seen to make phone calls
• parents kept control of phones as important family resources
(Lemphane & Prinsloo, 2014: 19-20)
Lemphane & Prinsloo: Reflections… 1. Changing: New meaning-making practices will continually emerge in response to
technological, economic, social and cultural shifts.
2. Literacies as multiple: Literacies are used and learned in everyday social settings. Individuals and groups use meaning making resources in purposeful activity. Differences between communities reflect variances in access and norms of use.
3. Socially situated: Meaning-making practices are significant to the diverse ways we position ourselves and others and are positioned by others in the present, past and future.
Guy Merchant (UK) 1. Changing
2. Literacies as multiple
3. Socially situated
4. Objects, bodies and affect: Literacy has a material and embodied dimension that is significant to the subjective experience of literacy.
C. Cathy Burnett & Chris Bailey (UK)
(More on Chris’s Minecraft work at http://mrchrisjbailey.co.uk/ )
Cathy Burnett & Chris Bailey: Reflections 1. Literacies as multiple
2. Changing
3. Socially situated
4. Objects, bodies and affect
5. Multiple authorship: Collaborative and individual contributions are valued and easily facilitated. Contributions can be made within shared time-space sites or across boundaries.
6. Provisionality: Texts are ephemeral and provisional and often re-written or re-mixed over time. These processes do not take place in bounded time periods.
D. Karen Wohlwend & Beth Buchholz (USA)
Available at http://karenwohlwend.com/
• 1st grade class
• Play as a ‘productive literacy’
• ‘texts are reinvented from moment to moment, with each change subject to player negotiation and agreement. As children play together, they negotiate who plays which character but also whether their individually proposed scenes cohere and make sense within their shared story. Similarly, filmmaking requires children to cooperate to distribute camerawork and character roles as they interact with each other and with materials.’
• ‘As children played, they colored, cut, folded, rolled, taped, crumpled, and tore paper to make their own toys, puppets, and scenery, enriched with a variety of modes (e.g. speech, sound effects, gestures, movement, etc.) to create modally complex meanings…’
Karen Wohlwend & Beth Buchholz: Reflections
1. Literacies as multiple
2. Changing
3. Socially situated (flag the critical- the power)
4. Objects, bodies and affect
5. Multiple authorship: Collaborative and individual contributions are valued and easily facilitated. Contributions can be made within shared time-space sites or across boundaries.
6. Provisionality: Texts are ephemeral and provisional and often re-written or re-mixed over time. These processes do not take place in bounded time periods.
7. Multiple modes and media: Communicative practices draw on a variety of modes. They require orchestration of print and digital media.
8. Social: Literacy has a social function and is experienced within relationships with others. Meaning-making practices are participatory.
9. Un-rule-y : Literacy is about experimentation and innovation.
So what might we take form looking across these particular assemblings in different sites…?
Literacies as multiple a recognition of the linguistic, social and cultural resources learners bring to the classroom,
whilst encouraging them to diversify their range of communicative practices
Changing
understanding changing nature of meaning making.
Socially-situated
exploring how you position yourself and how you are positioned by others through texts
(critical literacy).
Objects, bodies and
affect
recognising affective, embodied and material dimensions of meaning-making.
Multiple authorship
valuing collaboration in text-making
Multiple modes and
media
understanding how meanings are produced through different modes and media
Provisionality
improvisation and experimentation as well as the production of polished texts.
Social
engaging with others in a variety of different ways.
Un- rule- y
safe, supportive spaces that promote experimentation.
1. 3. A charter for 21st century literacies
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
A CHARTER FOR LITERACY EDUCATION
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
Literacies
as multiple
a recognition of the linguistic, social and cultural
resources learners bring to the classroom, whilst
encouraging them to diversify their range of
communicative practices
Changing
understanding changing nature of meaning
making
Socially-
situated
exploring how you position yourself and how you
are positioned by others through texts (critical
literacy)
Objects,
bodies and
affect
recognising affective, embodied and material
dimensions of meaning-making
Multiple
authorship
valuing collaboration in text-making
Multiple
modes and
media
understanding how meanings are produced
through different modes and media
Provisional
ity
improvisation and experimentation as well as the
production of polished texts.
Social
engaging with others in a variety of different ways
Un- rule- y
safe, supportive spaces that promote
experimentation
Pedagogy linked to an ‘ethics of immanence’?
‘inter-connections and intra-actions in-between human and
non-human organisms, matter and things, the contexts and
subjectivities of students that emerge through the learning
events.[…] . This means we have to view ourselves in a
constant and mutual state of responsibility for what
happens in the multiple intra-actions emerging in the
learning event, as we affect and are being affected by
everything else.
Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy. London: Routledge.
A framework for 21st century literacies in early years education?
1. 4. Dissonant discourses
‘This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high quality books….’(National Curriculum for England)
Literacy in experience and action Literacy in print-based school curricular
Literacies as multiple Literacy as singular
Changing
The same
Socially-situated
Fixity
Objects, bodies and affect
Cognitive skills and understandings
Multiple authorship
Individual authorship
Provisionality
Future-orientated
Multiple modes and media Paper-based texts
Social
Individual
Un-rule-y
Ordered
This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high quality books….
‘Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems.’ (Computing National Curriculum, England, 2014)
Assumptions STARTING POINTS
• children as ‘being rather than becoming literate’ (Mavers, 2007)
• technologies as ‘placed resources’ (Prinsloo, 2005)
• ‘translocal assemblages’ (McFarlane, 2009)
• mesh of on/offline, on/offscreen practices
The imperative
• THE IMPERATIVE…
• rapid rise in tablet ownership and access to the internet via mobile devices in many countries (Marsh et al., 2015)…
• access varies; opportunities to draw on expertise in school may be restricted (e.g. Griesharber et al, 2012).
• ‘participation gap’ (Jenkins, 2006)
• commercial interests & stereotypical constructions (e.g.Black et al, 2014;)
• need to engage in creative, cultural, communicative, critical dimensions of 21st century literacies not just 21st century skills
1.
5. Delightful disruptions
But…
New possibilities can emerge: ‘assemblages, like actors, are creative. They have novel effects and they make new things’ (Law and Mol, 2008: 72-3).
And…
Karen Daniels (forthcoming) ‘Young children in an education context: apps, cultural agency and expanding communicative repertoires’ In: N.Kucirkova & G. Falloon.
And…
21st century literacies maker circles • Collaborative teacher project
• Children working/playing across schools in a shared digital space
• For further info, contact
• Cathy Burnett at [email protected]
(Watch this space!...)
A CHARTER FOR LITERACY EDUCATION: A FRAMEWORK FOR TEACHER COLLABORATIONS?
Literacies as multiple
a recognition of learners’ linguistic, social and cultural resources learners, whilst encouraging diversification of range of communicative practices
Changing developing an understanding of the changing nature of meaning making.
Socially-situated exploring how you position yourself and how you are positioned by others through texts.
Objects, bodies and affect
a recognition of the affective, embodied and material dimensions of meaning-making.
Multiple authorship
values collaboration in text-making and is emancipatory in facilitating access to others’ texts and ideas.
Provisionality a range of activity including improvisation & experimentation as well as production of polished texts.
Multiple modes and media
understanding how socially recognisable meanings are produced through the orchestration of semiotic resources.
Social engaging with others in a variety of different ways.
Un-rule-y occurs within safe, supportive spaces that promote experimentation.
So what assembles in educational settings…?
• Who (and in what ways) is empowered or disempowered generated as different stuff entangles together? (e.g. policy, practices, materialities, commercial interests, etc, etc)
• What are the emergent possibilities and improvisations that arise as technologies are used by children and educators and knock up against other resources, events, interests, experiences, etc.?
• As we observe and measure and analyse and conclude, we tangle together certain things and not others. What happens if we set out to tangle things up differently? What other ways of seeing might we generate?
…assemblages, like actors, are creative. They have novel effects and they make new things. (Law and Mol, 2008: 72-3)
‘If we want to challenge the orthodox
future in education, we need to recognize
that the future is a dynamic and emergent
reality. It is produced out of the ideas and
assumptions people have about the
future, out of contemporary and emergent
resources at hand, and out of structural
inertia that works against change. In
other words the future isn’t an empty
space that ‘exists out there’ for us to
shape with no constraints; it is not virgin
terrain, it is already being produced by
the historical forces that are in train. Nor
is the future predetermined; it can be
shaped by our actions and aspirations’
(Facer, 2011, p.5).
REFERENCES
• Black, R. W., Korobkova, K., & Epler, A. (2014). Barbie girls and xtractaurs: Discourse and identity in virtual worlds for young children. Journal of Early Childhood Literacy, 14(2), 265-285.
• Burnett, C. (2011). Pre-service teachers’ digital literacy practices: exploring contingency in identity and digital literacy in and out of educational contexts. Language and Education, 25(5): 433-449.
• Burnett, C. & Bailey, C. (2014). Conceptualising collaboration in hybrid sites: playing Minecraft together and apart in a primary classroom. In: Burnett, C., Davies, J., Merchant, G. & J. Rowsell. (eds.) New Literacies Around the Globe: Policy and Pedagogy. London: Routledge
• Burnett, C., Davies, J., Merchant, G. & Rowsell, J. (2014). New Literacies around the Globe. London: Routledge.
• Dyson, A. H. (1993). Social Worlds of Children Learning to Write in an Urban Primary School. New York: Teachers College Press.
• Facer, K. Facer, K. (2011). Learning futures: Education, technology and socio-technical change. London: Routledge.
• Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century, Chicago, IL: MacArthur Foundation.
Mavers D (2007). Semiotic resourcefulness: A young child’s email exchange as design. Journal of Early Childhood Literacy, 7(2), 155–176.
• McFarlane, C. (2009). Translocal assemblages: space, power and social movements. Geoforum, 40(4): 561-567.
• Medina, C. (2010). Reading Across Communities’ in Biliteracy Practices: Examining Translocal Discourses and Cultural Flows in Literature Discussions. Reading Research Quarterly, 45(1):40-60.
• Law, J. & Mol, A. (eds.) (2004). Complexities: Social Studies of Knowledge Practices, Durham: Duke University Press.
REFERENCES (CONTINUED)
• Law J &Mol A (2008). The actor-enacted: Cumbrian sheep in 2001. In: C Knappett, L Malafouris (eds.) Material Agency. New York: Springer.
• Lemphane, P. & Prinsloo, M. (2014). Global Forms and Assemblages: children’s literacy practices in unequal South African Settings. In: C. Burnett, J. Davies, G. Merchant & J. Rowsell (eds.) New Literacies around the Globe. London: Routledge.
• Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy. London: Routledge.
• Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J. C., Lahmar, J., Scott, F., & Winter, P. (2015). Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. Retrieved from http://www.techandplay.org/reports/TAP_Final_Report.pdf .
• Merchant, G. (2014). Young Children and Interactive Story Apps. In: C. Burnett, J. Davies, G. Merchant & J. Rowsell (eds.) New Literacies around the Globe. London: Routledge.
• Prinsloo, M. (2005). The new literacies as placed resources. Perspectives in Education, 23(4,), 87-98.
• Youdell, D. (2011) School Trouble. London: Routledge.
• Wohlwend, K. & Buchholz, B. (2014). Paper Pterodactyles and Popsicle Sticks: expanding school literacy through filmmaking and toymaking. In: C. Burnett, J. Davies, G. Merchant & J. Rowsell (eds.) New Literacies around the Globe. London: Routledge.
