New Literacies pedagogy for language learning

Session 5

New Literacies and criticality

Everyday textsShopping carts

Critique of textsText +Text critiqueadbusters

the context, the text type, modes of meaning making the social purpose of the text the author/creator of the text the “ideal” reader/viewer/user: roles and positions discourses operating in the text assumptions about/ representations of the social world

the context, the text type, modes of meaning making the social purpose of the text the author/creator of the text the “ideal” reader/viewer/user: roles and positions discourses operating in the text discourses being challenged assumptions about/ representations of the social world

being challenged

Are you a fan?

What are your favourite….. Movies? TV programmes (soaps, sit com/drama or

cartoons)? novels/stories?

Fan fiction

http://www.fanfiction.net/s/4616634/1/You_think_you_know_me

Types of fan fiction

In-canon: stories within the original storyAlternate universe: characters in different

time zones and locationsSelf insert: you write yourself into the storyCrossover: characters from two or more

stories meet each other

Fan fiction

Affinity spaces “Specially designed spaces (physical & virtual) constructed to resource people who are tied together…by a shared interest or endeavour.” (Gee, 2004, p. 9)

Writing fan fiction

Find someone who likes the same stories, TV programme or movie as you to work with.

With your partner write a fan fiction story of 200-300 words, give it a title and put your names as authors

Choose the type of fan fiction storyPost your story on the Fanfiction blog.

Username: literacies Password: 0810project

Reading and reviewing fan fiction

Read each others’ storiesWrite a review for 2 or 3 storiesRead reviews of your storyReviewers’ comments - supportive- constructive- helpful

New literacies and ELT in Hong Kong

Critically examine the two excerpts from recent Hong Kong secondary coursebooks.

S1Macau S3Charity Compare the literacy practices in these two

excerpts with the new literacies practices you have experienced, in particular, creating a photostory, and writing fanfiction.

Post your comments on the wikispace discussion board

The New in New Literaciesafter Lankshear and Knobel, 2006:38 and 60

Mindset 1 Mindset 2PublishingCentralized expertiseIndividual intelligenceIndividual authorshipOwnershipValue from scarcity Stability and fixity

ParticipationDistributed expertiseCollective intelligenceCollaborationSharingValue from dispersionInnovation, creative rule-breaking

We want English language learners to…• interpret, use, and create texts• in multimodal representational forms• for a range of purposes in socially and

culturally diverse contexts• in informed and socially responsible ways

(Anstey and Bull 2006)

New literacies pedagogy in L2 learning: Core principles

Aligns with literacy practices in the 21st century Involves new digital/electronic forms of

communication and interaction Draws on popular culture Connects to students’ social and cultural practices Engages students’ social identities Is meaningful and purposeful to students Explores multimodality in texts Examines texts & text production critically Has clear language learning outcomes

Challenges

How would you respond to the following (typical) comments: “Popular culture involves ‘dumbing down’.” “Popular culture only teaches kids about sex

and violence.” “Video-games are antisocial and addictive.” “Mobile phones & mp3 players should be left

at home.” “If we get our students to blog it won’t help

them to pass the HKCEE and UE exams.”

The “digital divide” between home & school

Why ‘digital media’?

Digital media and ‘convergence’ Computing, other information technologies, and media

communication networks are increasingly interlinked The internet, computer games, digital video, mobile

phones, PDAs provide New ways of mediating and representing the world New forms of communication and expression

Not ‘information’, not ‘technology’ but ‘media’ that mediate our lives and our world in terms of Knowledge Social relationships Identities

Critical and creative engagement

Outside school, young people engage with digital media not as ‘technologies’ but as ‘cultural forms’

Inside school, students need opportunities to be producers as well as consumers of media texts, so as to

1. Create and communicate messages For self-expression To influence others To interact with others

¡ Engage in critical analysis of media texts in terms of The visual and verbal ‘languages’ they employ The representations of the world they make available The positions, or roles, they invite readers to adopt

Developing critical media literacy

As teachers we need to begin from, and build on, students’ experiences and knowledge of media texts and technologies

To take students beyond this beginning involves developing knowledge of four aspects Representation: How is the world being represented? Language: What codes, conventions, and genres are

involved? Production: Who is communicating to whom and why? Audience: How are audiences targeted and how do they

respond?Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Cambridge: Polity Press

CriticalReflectiveAnalysis

Infusing new literacies into the English language curriculum

How could you enhance the textbook units you just examined to embody new literacies pedagogic principles and practices?

Reading

http://hknewliteracies2.wikispaces.com/Reading+and+resources