The Changing Spaces of Reading and Writing

Before I started this course, I had noticed the increased availability of graphic novels in our school library.  My teenage son is a fan, preferring Manga to the North American style comic books.  When our school recently began school-wide silent reading to promote literacy, student interest in and requests for graphic novels increased further.  There seemed a clear link between this form of literature and the need to improve  literacy rates as part of our province’s Student Success initiatives.

In the past weeks, I researched the topic of graphic novels to find the link between improved literacy and an alternate form of literature.  This website is meant to be an informative document.  My hope is to link it to the school website for parents to find documented answers to their questions about how to get reluctant readers engaged in regular reading.

A website is unlike a traditional essay in that I found it difficult to conclude the document.  You will find both internal and external links.  Typical of websites, the readers can choose the path to follow – it was never meant to be linear.  Ultimately, I hope this site encourages readers to continue their own journey in learning about graphic novels.

For this last commentary, I have selected Bolter’s chapter 9: Writing the Self. I felt this was appropriate as this course has initiated and altered my own thoughts on writing and the affects that writing technology has on the way we think and the way we interact with the actual technology.

Bolter begins the chapter with the following statement:

Writing technologies, in particular electronic writing today, do not determine how we think or how we define ourselves. Rather, they participate in our cultural redefinitions of self, knowledge and experience. (Bolter, 2001, pg.189)

As a society, we are influenced by the technologies that exist and aid in our existence.  The early hunters and gathers were aided and influenced by the use of stone and stick- to which they fashioned tools to hunt and to aid in the preservation of foods.   As a society in the knowledge age, we are influenced by our use of technologies that aid us in the rapid creation and transfer of knowledge.  We exist through the instantaneous movement of 1s and 0s, which has transformed the very quality of our life.   To imagine an existence without these technologies would be a kin to imagining what life would be like to live in a third world without food and shelter.  This existence is prevalent across the world, but not an existence that many Canadians (excluding new Canadians) can identify with.    

Bolter continues in his chapter by claiming “for many, electronic writing is coming to be regarded as a more authentic or appropriate space for the inscription of the self than print.”  (pg. 190)  I ask, is this because we truly know no other space?  Just as I can not identify with the conditions of may inhabitants of this planet, I also can not identify with those ancient cultures who used ancient technologies to carve hieroglyphs and symbols onto tablets; or cultures who employed papyrus to convey the thoughts of the time.   This same logic can be compared to the many seniors who can not grasp and use the computer and internet today; technologies that were not influencing factors in this existence!     

Bolter furthers is chapter by stating that “writing is seen to foster analysis and reflection” (pg. 192) and “writing becomes a tool for reorganizing, for classifying, for developing and maintaining categories.”  (pg. 193)  Considering the vast amount of knowledge and information that is available, this statement is logical.  Perhaps the question that one should ask is which came first, the changes in the use of writing as a knowledge organizer or the amount of knowledge that was available which required to be organized?  Generally speaking, members of a society create or modify tools for a need and not as an accident.   While much like the preverbal genesis of the chicken and egg, the answer would provide the foundations for the affects of writing technologies. 

Lastly, the portion of the chapter that I was most intrigued with implicated current writing technologies and a refined experience for the author   As “the technology of writing has always had a reflexive quality, allowing writers to see themselves in what they write” (Bolter, pg. 189), the desire of a writer want to “change her identity, by assuming a different name and providing a different description” (Bolter, pg. 199) allows the opportunity to create false selves in many virtual worlds including Second Life and chat rooms.   While writing can be a wonderful venue to escape the world, the creation of false worlds can lead to serious repercussions if the author can separate the real from the fiction. 

References

Bolter, J. (2001). Writing space: Computers, hypertext, and the remediation of print. Lawrence Erlbaum Associates. Mahwah, N.J. USA.

Introduction

Bryan Alexander’s article “Web 2.0: A new wave of innovation for teaching and learning” relays the emergence and importance of Web 2.0 in information discovery. It highlights a number of important aspects of Web 2.0 including social networking, microcontent, openness, and folksonomy, and than continues on to describe how it can enhance pedagogical ideologies. Each of these characteristics will be examined below.

Information on the Internet is presented in a variety of ways. Graphics and multi-media now define the Web, challenging the very definition of literacy. Information flows in numerous directions and paths offering the ‘reader’ or ‘visitor’ multi-layered information. Web 2.0 is based on interactions between people in asynchronous and synchronous communication, offering flexability and accomodation. This has a significant impact on our society, education system and our culture.

Definition

There is much debate over the definition of Web 2.0. Alexander (2008) defines Web 2.0 as “…a way of creating Web pages focusing on microcontent and social connections between people” (Alexander, 2008, p. 151). Wikepedia defines Web 2.0 as “…commonly associated with web applications which facilitate interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web” (Wikepedia, 2009). Many argue that this is not something that is a recent technological invention, but more of an evolution of sorts.

Social Networks

Social networking is one of the major characteristics of Web 2.0. This includes listservs, Usenet groups, discussion software, groupware, Web-based communities, blogs, wikis, podcasts, and videoblogs, which includes MySpace, Facebook and Youtube (Alexander, 2008). Facebook alone has thousands of users, allowing people to stay connected using a variety of methods.

 “Social bookmarking is a method for Internet users to share, organize, search, and manage bookmarks of web resources” (Wikepedia, 2009). Social bookmarking and networking are constantly evolving, changing and metamorphing ways to acquire knowledge and stay connected. It allows various people from around the world to bond together and engage, where otherwise this would not be possible. It enlarges the definition of community and links people by topic, concerns, human interest, educational needs, political perspectives, etc. For example, Twitter allows people to instantly communicate with their ‘followers’. This type of social networking was used recently during the American Presidential campaign to keep voters and constituants in touch. Instant messaging allows spontaneous contact with others, which is strongly associated with the characteristics of immediacy within our society.

Microcontent

One critical aspect of social networking is microcontent. Microcontent is an important building block of the Web as information is in bite size pieces that can be accumulated, edited, manipulated and saved. Microcontent allows participants to contribute small pieces of information that can take little time and energy, is easy to use, and provides foundational pieces to web pages. An example of this is Blogs and Wikis.

Openness

Another characteristic that Blogs and Wikis share is openness and accessibility. Openness is “…a hallmark of this emergent movement, both ideologically and technologically” (Alexander, 2006, p. 34).  Users are considered the foundation in this information architecture (Alexander, 2006), and therefore play a pivotal role in developing, creating and designing spaces. Participation is key and Web 2.0 encourages openness and participation from all.

Folksonomy

“A folksonomy is a system of classification derived from the practice and method of collaboratively creating and managing tags to annotate and categorize content” (Wikepedia, 2009). Managing tags and collecting information from peers is an important aspect of social networking and Web 2.0. Tags and hyperlinks are two of the most important inventions of the last 50 years (Kelly, 2006). By linking pages each book can refer to multiple other books. References and text are endlessly linked to each other, creating exponential knowledge.

Pedagogical Implications

There are many pedagogical implications that come with the advent of Web 2.0. A list of beneficial websites, ideas and tools for teaching with Web 2.0 applications were put together by myself, using Webslides, and can be found at http://www.diigo.com/list/etec540debg/head-of-the-class-with-web-20. These tools can be a valuable asset in the classroom. 

Social bookmarking can play a role in “collaborative information discovery” (Alexander, 2006, p. 36) allowing students to connect with others, follow links and research references. It can also enhance student group learning, build on collaborative knowledge and assist in peer editing (Alexander, 2006).

“The rich search possibilities opened up by these tools can further enhance the pedagogy of current events” (Alexander, 2006, p. 40).  This allows students to follow a search over weeks, semester or a year (Alexander, 2006). The ability to analyze how information, a story or an idea changes over time allows collaboration between classes and departments and provides the ability to track progress (Alexander, 2006).

Wikis and Blogs can chronicle student’s development over a semester, provide occasions for partnering and discussion, and provide opportunities to practice literacy skills and communication techniques. Blogs and Wikis can give each student a voice and provide equal opportunities for all participants. Storytelling provides creativity and allows students the opportunity to tell their own story. Chat can develop critical thinking skills while podcasting and voicethread can develop opportunities for documentation and interaction.

 The interactivity that Web 2.0 offers encourages group productivity and consultation. Projects like connecting students with real-time astronauts or with sister schools in another country heightens learner interest. Whether it is Science fairs or projects, English literature, history or social studies, Web 2.0 can enhance the multiple aspects of the learning paradigm.

Alexander’s arguments are compelling, however, he does not address the downside of Web 2.0. This would include cyberbullying, cyber-predators, web cameras used for pornography, and the unreliability of the Internet. Accessibility and openness is all inclusive, meaning right and wrong information can be contributed. Learners need to be taught how to find reliable sources on the Web while sifting through mountains of information with a critical eye. The Internet is a Pandora box of sorts – the good comes with the evil. Not every technology and Web innervation has acceptable pedagogical implications, or can be used appropriately in the classroom. Applications can be unstable, come with technical issues, and can be cost prohibitive for those that come with licenses.  Applications are tools to be used to assist in learning and not to replace exceptional teaching methods. However, even with multiple tools available, teachers may not use them as they may not be available for every class, they do not have the knowledge to use them, or find them too time consuming.

The Future

The future of Web 2.0 is Web 3.0, which will be a highly interactive and user-friendly version. The advancement of the above characteristics will ideally enhance applications that are already being used, and provide new applications/opportunities for learning. Skills that are developed in the classroom now will prepare students with the necessary skills that they will require in their future workplaces.

Conclusion

The evolution of the Web will continue to ebb and flow and evolve over time, bringing learners and creators together (Alexander, 2006). Gone are the days of ‘reading’ web pages, which are now designed to be more interactive and purposeful, inundating the user with myriads of information. The availability of social networking, microcontent, folksonomy and openness on the Web will continue to provide learners and educators with multiple learning opportunities. With guidance from the educator, learners can be provided with positive learning outcomes, while using multi-layered applications.

References

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 34-44. Retrieved April 5, 2008, from http://www.educause.edu/ir/library/pdf/ERM0621.pdf

Alexander, B. (2008).Web 2.0 and Emergent Multiliteracies. Theory into practice.47(2), 150-60. Retrieved July 20, 2009, from http://dx.doi.org/10.1080/00405840801992371

Kelly, K. (May 2006). Scan this Book. The New York Times.

Wikepedia. (2009). Folksonomy. Retrieved November 11, 2009 from http://en.wikipedia.org/wiki/Folksonomy

Wikepedia. (2009). Social bookmarking. Retrieved November 11, 2009 from http://en.wikipedia.org/wiki/Social_bookmarking

Wikipedia. (2009). Web 2.0. Retrieved November 11, 2009 from  http://en.wikipedia.org/wiki/Web_2.0

SoI had this great idea of mashing up the same song by two different artists, Tom Waits doing his song ‘Long Way Home’ and Norah Jones doing her version of the same song.  I worked at it for quite a while, then thought, o.k. that’s long enough I’ll post what I’ve got.  Unfortunately, after all that time the security wouldn’t allow it.  Gee was I happy.  So instead I’m going to follow John’s lead and  post something that I did last summer for another class.  I like it better than the resulting song that i got anyway, it was a bit rough and the transitions weren’t quite as smooth as i would have liked.  You can find the PhotoPeach story  here . (Make sure your speakers are on)

The rising influence of the visual over the purely written word.
Third Formal Commentary

Richard Biel
University of British Columbia
Etec 540

Professors Jeff Miller and Brian Lamb

Many have claimed the death of the author is nigh (Barthes, 1968).  One of Michel Foucault’s most pivotal works “What is an author?” may have even started the dirge.   Kress (2005) and Bolter (2001) do not go as far as that but they do both argue that there is an incredible change that is presently occurring.  Information and knowledge are moving from the long standing dominance of writing to a multi-modal form of communication best exemplified by the Internet and the webpage however extending far past this to more common forms of text.  This “remediation” as Bolter (2001) phrases it, is causing a shift in power from the author to the reader.  The reason for this shift is the limitations of text and the development of technology that allows this change to occur.  Both authors are wary of being labelled technological determinists and distance themselves from this position citing the complexity of human/societal/technological relationships.  One thing is for certain whether the advent of the Internet and hypertext is the executor of the author is questionable however they most certainly have mutagenic capabilities.

In the natural sciences there are a number of species that have, despite all odds, hung on for a “unnaturally” long period of time.  Kress (2005) contends that this is certainly the case for writing.  Writing has had and continues to have a very prominent place in the dissemination of information, knowledge and entertainment.  However this dominant role of writing is changing.  “In particular, it seems evident to many commentators that writing is giving way, is being displaced by image in many instances of communication where previously it had held sway.” (Kress, 2005).  Bolter (2001) contends that text and writing actually, “contained and constrained the images on the printed page.”  The rise of the image in dominance is demonstrated on an almost daily basis by newspapers, textbooks and magazines that are resembling more and more like webpages and hypertext.  I doubt very much that writing not supported by other multi-modal forms of communication will be completely supplanted however there is no doubt that a change is occurring towards a more visually dominant age.

Traditionally the author of the written word has taken a far more prominent role when it came to the author/reader power differential.  This relationship is changing.  The author traditionally had control over syntax, grammar, word order, word choice and a myriad of other conventions that allowed the author to dictate how information and knowledge was metered out.  Readers traditionally took more passive roles in their interaction with the written word but with the ever growing prominence of the visual image “ we get a reverse ekphrasis in which images are given the task of explaining words.” (Bolter, 2001).   This is best exemplified by the “novelization” of films.  Where films are first released and then the novel is written almost as a second thought.  “In a multimodal text, writing may be central, or it may not; on screens writing may not feature in mulimodal texts that use sound-effect and the soundtrack of a musical score, use speech, moving and still images of various kinds.” (Kress, 2005).  Both Kress (2005) and Bolter (2001) recognize that we are currently living in the age of the visual and the written word, although still highly regarded, is slowly taking a backseat to the visual.

So why has the written word been bumped out of the drivers seat?  This can best be explained by outlining the limitations of the written word.  Kress (2005) contends that individual words are vague and rely to heavily upon the interpretation of the reader.  An image, on the other hand, is far less open to interpretation by the viewer.  However, I would argue that images can be manipulated to highlight different aspects of the images and downplay others and thus lead viewers to interpret the images in particular ways.  Images, Kress(2005) contends have a much greater capacity and diversity of meaning.   “Hypermedia can be regarded as a kind of picture writing, which refashions the qualities of both traditional picture writing and phonetic writing.” (Botler, 2001).  Although a purely written text is being relegated to the halls of academia and higher thought it still has a place in supporting the successful transmission of information and knowledge.

Multi-modal representations have become common place in the visually rich culture of the western world.  Traditional forms of concept transmission such as the written word are being re-tooled and enhanced with sound, video and images.  Kress (2005) and Bolter (2001) both contend that this is to the betterment of the media as a far richer and more diverse form of communication is evolving.  The purely written word that is supported with few if any images is being pushed to the margins of higher learning and thought.  With the advent of digital media we will continue to be offered a greater diversity and more individualistic experience when it comes to information, knowledge and communication.

References

Barthes, Roland (1968).  The death of the author.  Downloaded on November 28th, 2009. From http://books.google.com/books?hl=en&lr=&id=DuEOAAAAQAAJ&oi=fnd&pg=PA101&dq=Death+of+the+author&ots=XaTIKFKF-_&sig=3OZbsPgu2tt2X2oTR4euZW2GB3o#v=onepage&q=Death%20of%20the%20author&f=false

Bolter, Jay D. (2001).  Writing Spaces:  Computers, hypertext, and the remediation of print. Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, London.

Foucault, Michel (1977).  What is an author? In Language, counter-memory, practice:  Selected essays and interviews (pp.113-138). (D. F. Bouchard & S. Simon, Trans. ).  Ithaca, N.Y.:Cornell University

Kress, Gunther (2005). Gains and losses: New forms of texts, knowledge, and learning.  Computers and Compostion 22, pp.5-22.

In response to the  Rip.Mix.Feed activity I created a Wiki in which we can list sites we have used in creating our projects, collaboratively creating a list of resources all in one place that we could access when we need.    I have started us off with 25 sites and would love to have others add new sites and catagories from their own experiences!

The Wiki is called called Social Technologies List and can be accessed with the following information:

• username:  metubc
• password: ubcmet

You can also log in through http://socialtechnologieslist.wiki-site.com/ .  It would be so incredible to have an ongoing site we could all add to and pull from when needed!  We can keep it up after the course ends and add to/pull from the site as needed.

~~Caroline~~

For my project I decided to create a slideshow which allowed me to create a sort of montage of abstract feelings, experiences and thoughts about living in Paris for two years. 

In commencing the project I had an idea already in my head of what I wanted but the challenge was to locate programs which would do what I needed them to do and provide the dark, artsy effects I was looking for.  Many of the sites allow for playful photo editing and slideshow production but I managed to locate one that allowed for a bit more. 

I originally created the show through slide.com but found the program limiting despite its user-friendly approach.  I realized it was not really me who was in control of the creation.  I looked at mytimeline.com and while it provided what I was looking for in terms of effects, the background was unchangeable and did not give the right feel to it.  I was searching for a site that would allow transitions, 15+ slides, text additions on the slides themselves, music, and…was free.  I was asking for a lot! 

Through Kizoa I found a program that did everything I wanted, with a few catches, however.  The transition selection is great, slide number is perfect, but you need to pay a fee to either add text or your own music.  In my stubborn quest to find free resources, I continued to search and could not locate a single site which would serve my needs and provide the right feel.  After doing some creative work with Picnik, a free photo edit site which you can access online without downloading, I added text to the images.  Within Kizoa, I located a song that would work and put it all together.

The experience for me was incredibly rich.  I learned so much about available programs, their particular strengths and weaknesses, and furthered abilities to ‘get around’ the limitations of sites by using a patchwork approach of sites, knowledge, and skills.

Please click on the link below for the slideshow.  My approach was to create something technological that represented my feelings… I aimed to cross the barrier between sterile machine and human feeling via the stereotypically sterile medium of the computer. 

Wait for a quiet moment, sit back, relax, open the show to full screen, listen to the music and let the slideshow take you through the 15 slide, 2.5 minute experience.

Une Autre Vie

Well, my attempt didn’t turn out as I hoped. Things are a tad fuzzy, but perhaps that’s appropriate…

Commentary #3: Web 2.0 and Emergent Multiliteracy Skills

Erin Gillespie

ETEC 540

November 27, 2009

Recently, I attended a literacy skills planning meeting. Various curricular text types were explained including procedural text, expositional text, descriptive text, persuasive text and narrative text. The literacy committee recommended that students and teachers use the Internet to increase exposure to the curricular text types and the skills inherent in each. Several suggestions involved Web 2.0 applications, such as blogging, collaborative document creation and wiki editing.  Interestingly, the committee did not consider Web 2.0 itself as embodying an emergent form of multiliteracy skills. In digitally advanced nations, members of society read and write in Web 2.0. Why was this form of emergent multiliteracy overlooked by my curricular designers when we all share the vision of preparing students for the  future with “real world” skills? Web 2.0’s emergent multiliteracies are meaningful and deserve a place in curriculum design.

In the article Web 2.0: A New Wave of Innovation for Teaching and Learning?, Bryan Alexander (2006) describes Web 2.0 applications and common practices within the concept. The major qualities of Web 2.0 are considered by Alexander (2006) to be content blocks called “microcontent”, openness, folksonomic metadata and social software. Alexander (2006) describes how services like social bookmarking, blogging and RSS feeds reflect the qualities of Web 2.0.  He concludes that Web 2.0’s services, which are emergent and therefore risky, may not be considered highly in the field of education.  In 2008, Alexander extends his argument with Web 2.0 and Emergent Multiliteracies. Concerning the status of Web 2.0 in the field of education, Alexander (2008) posits a more optimistic opinion.   He describes the “archival instinct” of the Web and states that many pedagogical possibilities of Web 2.0 are explored by teachers and students (Alexander, 2008). The implication of increased value of Web 2.0’s emergent multiliteracies in education further strengthens the argument that this genre requires serious consideration by teachers and curriculum design teams.

Alexander (2008) describes Web 2.0 as being composed of social connection, microcontent, social filtering and openness, similar to his theory in 2006. Instructors must understand these qualities to identify pedagogical possibilities of emergent multiliteracies. Social connection is fostered by Web applications that literally connect people based on the variables of interest or personality (Alexander, 2008).  Alexander (2008) lists a number of examples, such as blogs, FaceBook and Flickr to clarify. Microcontent is considered by Alexander (2008) to be small in size and to require a short investment in learning time. Alexander’s (2008) implication is clear in that microcontent makes Web authoring, and publishing, accessible and realistic in terms of time investment for teacher and student. Social filtering is the process of relating information between primary and secondary sources of Web content. Alexander (2008) considers it “the wisdom of the crowd”, and social filtering is evident in folksonomies created through tagging. Finally, Alexander’s (2006, 2008) fourth quality of “openness” for Web 2.0 content  refers to any content posted on the Web for a global audience to see and use. Considering the literary text types I must teach this year, none seem as dynamic and exciting as the genre of emergent multiliteracies of Web 2.0.

To consolidate my teaching style with Web 2.0 multiliteracy, I must always keep in mind pedagogical possibilities related to Alexander’s (2008) four qualities: microcontent, openness, social filtering and social connection. On a practical level, how could a teacher reach the professional satisfaction of exposing students to this emergent text type in a meaningful way? One popular technique when teaching text types is to take advantage of the traditional method of storytelling. I have taught narrative text and descriptive text through storytelling.  A challenging thought is how to use storytelling to teach emergent Web 2.0 multiliteracies! However, the emergent genre of Web 2.0 storytelling, as described by Alexander and Levine (2008), supports Alexander’s (2006, 2008) theory of Web 2.0 multiliteracies and pedagogical needs.  

Alexander & Levine (2008) argue that Web 2.0 has changed the genre of digital storytelling by blending digital storytelling with Alexander’s (2006;2008) Web 2.0 qualities. Expensive desk top publishing programs are being replaced by free Web 2.0 tools, effectively shifting the pedagogical focus from mastering a tool to telling a story with a tool (Alexander & Levine, 2008).  Web 2.0 digital storytelling is considered to be fiction or non-fiction with possible blurred boundaries, and is broad in scope (Alexander & Levine, 2008). The most significant difference between digital storytelling and Web 2.0 storytelling is the singular, linear flow of the former and the multidirectional flow of the latter (Alexander & Levine, 2008). With Web 2.0 qualities of social connectedness and openness, stories can virtually go in any direction, well beyond a linear form. Curriculum designers must recognize and design for these emergent qualities before advising teachers to use Web 2.0 tools to support literacy skills.

The emergent multiliteracies of Web 2.0 have meaningful literacy skills which should be included in curricular design. For example, Alexander and Levine (2008) note that content redesign is out of the hand of the primary creator with Web 2.0 storytelling. This implies that one challenge will be in teaching students about the consequences of openness and social filtering. In other words, an emerging skill embedded in Web 2.0 multiliteracy is Web 2.0 content analysis. The proposition by Alexander and Levine (2008) that there is a Web 2.0 storytelling genre exemplifies the need for continued research and increased pedagogical recognition concerning emergent multiliteracies. The revelation that each emergent Web 2.0 literacy genre may have its own set of multiliteracy skills should make every curricular designer and practitioner in digitally advanced educational environments sit up and take notice.

References

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 32-44. Retrieved from http://net.educause.edu/ir/library/pdf/ERM0621.pdf.

Alexander, B. (2008). Web 2.0 and emergent multiliteracies. Theory into Practice, 47(2), 150-160. doi: 10.1080/00405840801992371

Alexander, B., & Levine, A. (2008). Web 2.0 storytelling: Emergence of a new genre. EDUCAUSE Review, 43(6), 40-56. Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/Web20StorytellingEmergenceofaN/163262

In the December, 2009 edition of National Geographic, I came across an article by A.R. Williams detailing how the oldest known New Testament is now available online at http://codexsinaiticus.org/en/ . According to Williams, the virtual version lets you see additions that were made and corrections that were overwritten. I tried it out and it is truly realistic. It took scholars, including the British Library, over four years to digitize! Amazing. The tools at http://codexsinaiticus.org/en/manuscript.aspx really give you the feeling that you are flipping through the ancient codex.

The following is a summary of my overall learning from the course. The “catch” is that I tried to use all of the tags from the weblog’s tag cloud in order to indicate the making of connections. This was actually a little more challenging than I initially anticipated!

The changing spaces of reading and writing are represented through both text and technology and demonstrate a cultural shift in the way we produce, consume and manipulate words and ideas. Oral cultures, through storytelling, laid the foundation by which future generations would evolve into literate cultures and ultimately, the printing press ensured the immortalization of the written word. Artifacts of the past serve as visual reminders of the changing way in which text is defined and technology is defined. Through technology, the concept of literacy has exploded to encompass multiliteracies in an effort to recognize the different ways we come to read and understand information. Modern affordances of typographic culture, such as the wave we are currently riding referred to as Web 2.0, encompasses the remixes and mash-ups that are blurring the lines between traditional methods and innovation. Moving forward, it is clear that hypertext will continue to redefine the way traditionally stagnant language is represented and ultimately, text technologies will be at the forefront of change in education, communication and, of course, writing itself.

By Stephanie Hopkins & Michael Haworth

Many years have passed since the dawn of the “golden age of radio”, and the birth of educational radio in North America.  Educational radio programming in Canada and the United States brought forth new pedagogical methodology while supporting text-based education.  Named “the new transistor radio” by Jon Udell, (Campbell, 2005, p. 38), and “the next generation of radio” by Steven Jobs (as cited in Baker, Harrison & Yates, 2007, p.31), podcasting now brings to the digital age what educational radio could not: portability, convenience, and choice.  While “audio has traditionally been neglected and underused as a teaching and learning medium” (Chan, Lee & McLoughlin, 2006, p. 111), this is beginning to change as educational institutions focus on the perceived opportunities and benefits that podcasting offers.  In both K-12 and post-secondary sectors, podcasting is making an positive impact in literacy, the sciences, language arts, second language education and more.  Institutions are beginning to recognize the benefits of podcasting, and universities such as Purdue, Duke, and Georgia College & State University are now involving students in podcasting.  George Siemens (2004) argues that technology shapes learning.  It is clear that the potential for learning through podcasting in all levels of education is great; “[i]t’s enormously motivating to watch learners learn through dialogue – forming connections with learners and experts beyond the walls of a classroom” (Siemens, 2009, para. 9).

References cited in main paper.

Radio Restated: Podcasting in Education Main Paper

To view a PDF copy of our main paper use this link.

Radio Restated: Podcasting in Education Supplementary Podcast

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Radio Restated: Podcasting in Education Podcast Creation and Distribution Diagram

Radio Restated: Podcasting in Education Delicious Links

In addition, we have also created delicious page to share our some of our resources with you.  Please feel free to view or add any of the links at  http://delicious.com/fvdeshoo/podcasting

            The New London group (1996) caught my attention with the words “a multiplicity of discourses” (p.2). These words made me reflect upon how often university discourses target a restricted audience and of how sometimes we cater only for the privileged elite in our academic world. Mabrito and Medley (2008) ask us to reflect on a question that I believe is crucial for university professors “Are educators rising to the challenge of teaching these students? Some evidence suggests that they are not. The most significant problem may be that since most faculty members do not fit the profile of the Net Generation, they most likely do not share the same learning styles as their students.” (p.2).

            In my experience most college and university professors tend to be more mature as they have often had other work experience before becoming professors. It is therefore reasonable to assume that many current professors do indeed lack, not only technological skills, but more importantly the knowledge of how to incorporate multiliteracies in to their curriculum and equally important how to evaluate the results from the students.  Prensky (2001 compares these professors to immigrants arriving in a new country and he explains “our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.”(p.2).These words may sound harsh, but this is our reality, especially for those of us in developing countries.

            I believe that before we can adapt our university curriculum to include multiliteracies we must first investigate how wide the gap is. One aspect that I think must be taken into consideration is as Mabrito and Medley (2008) advise us “Learning how to teach the wired student requires a two-pronged effort: to understand how N-Gen student understand and process texts and to create a pedagogy that leverages the learning skills of this type of learner.” (p.4). As educators we have a responsibility to analyse, understand and then implement what we consider to be the most beneficial aspects of multiliteracies. Another element that I think is important is as Dobson and Willinsky (2009) comment “we must consider expertise with the medium, content-area expertise, learning styles and preferences,” (p.6).Whether we agree or disagree with the particular theories of Gardner, Dunne and Dunne or the other experts in learning styles and preferences, we cannot ignore the fact that not all students learn in the same way.   Neither can we ignore, as the New London group (1996) mention, that “Schools have always played a critical role in determining students’ life opportunities. Schools regulate access to orders of discourse – the relationship of discourses in a particular social space – to symbolic capital – symbolic meanings that have currency in access to employment, political power, and cultural recognition.” (p.9)

            In order that universities are prepared to use multiliteracies in their curriculum they must first analyse the technological abilities of their professors and students and notwithstanding the needs of the society in which they live. Barnes et al (2007) explain that many students “are frequent users of electronic tools, Net Geners typically lack information literacy skills, and their critical thinking skills are often weak (Oblinger and Oblinger 2005). They may be digital natives, but they do not necessarily understand how their use of technology affects their literacy or habits of learning.” (p.2). Bolter (2001) also expresses his concerns about how “traditional views of literature and authorship have been undermined not only by the work of academic theorist but also by the uses to which both popular culture and the academic community are putting new electronic technologies of communication” (p.165). While Postman (1993) warns us that “It is only now beginning to be understood that cultures may also suffer grievously from information glut,  information without meaning, information without control mechanisms.” (p.70). These concerns should be addressed by educators and theorists before major curriculum changes are implemented.

            Professors also need to take into account how they will evaluate multilteracy tasks, as I have seen that many professors incorporate new technology and multiliteracies into their programmes, but frequently continue to use the traditional written examinations to grade their students work. Dobson and Willinsky mention that “Hayles (2003), cautions against judging e-literature, which is still in the incunabular phase, against the standard set by print genres developed over half a millennium. A more appropriate course of action would be to develop models of reading and aesthetic response that account for the diversity of contemporary literature, both print and digital” (p.9).

            Tapscott (1998) quoted his colleague Phil Courneyeur as saying “The biggest impediments to learning are social not informational. Teachers need to have the expertise, the motivation, and the time to address the social and psychological roadblocks to learning. (p. 154). Barnes et al (2007) “educators can use technology and multimedia in appropriate ways to incorporate autonomous learning activities while also ensuring that sufficient classroom time is devoted to fostering information literacy and higher-order critical thinking skills.” (p.5) Whereas Gee is quoted by Gallo Stampino (2008) as saying that “learning technologies such as games have the potential to be exploited as tools to get us started in different semiotic domains and to acquire literacies which depart from the traditional concept associated with print texts. The recognition of multiliteracies and multiple approaches to understanding may result in a redefinition of how topics are introduced in the classroom but it also generates a challenge for assessment.”

            Kalantzis et al (2002) recommend that there are four important domains to consider, “Situated Practice”, “Overt instruction”, “Critical Framing”, “Transformed Practice” and that each of them should have be assessed according to their nature. In other words a teacher could evaluate an activity in “Situated Practice”, such as a film clip, by means of a rubric grading the degree of decoding or comprehension a student showed. Whereas, a “Critical Framing” activity would be graded on the student’s ability to make links to other materials or to make predictions based on the material seen. There is no one way to assess or grade multiliteracies and it is this diversity of grading, which although it can be so rewarding, may well be the cause of future dissention at a university level. University professors, on the whole, come from a long tradition of standardized assessments and I believe some of them will resist the change into more flexible grading schemes.    

References.

Barnes, K. Marateo, R. and Ferris, S. (2007). Teaching and learning with the net generation. Innovate 3 (4). Retrieved the 20th of November, 2009 from:  http://www.innovateonline.info/index.php?view=article&id=382

Bolter, J. (2001). Writing space: Computers, hypertext, and the remediation of print. Lawrence Erlbaum Associates. Mahwah, N.J. USA.

Dobson T, Willinsky J. Digital Literacy. In: Olson D, Torrance N, editors. Cambridge Handbook on Literacy. Cambridge, UK: Cambridge University Press; 2009. Retrieved the 13th of November, 2009 from:  http://pkp.sfu.ca/files/Digital%20Literacy.pdf

Gallo Stampino, V. (2008). Multiples Approaches to Understanding. Retrieved the          20th of November, 2009 from:   http://design.test.olt.ubc.ca/Multiples_Approaches_to_Understanding

Kalantzis M. Cope,B. and Fehring, H. (2002) PEN: Multiliteracies: Teaching and Learning in the New Communications Environment.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/14/19.pdf

Postman, N. (1993). Technopoly: the surrender of culture to technology. First Vintage Books. New York, USA.

Prensky, M. (2001 ) Digital Natives, Digital Immigrants. From On the Horizon. MCB University Press, Vol. 9 No. 5 Retrieved the 12th of November, 2009 from: http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Mabrito, M. and Medley, R. Why Professor Johnny Can’t Read:

            Understanding the Net Generation’s Texts. Retrieved the 11th of November, 2009 from: http://www.innovateonline.info/pdf/vol4_issue6/Why_Professor_Johnny_Can’t_Read-__Understanding_the_Net_Generation’s_Texts.pdf

Tapscott, D. (1998). Growing Up Digital. The Rise of the Net Generation. McGraw-Hill. New York, USA

Given that we are adding our favourite web 2.0/social media experiences, I thought that I’d provide a very brief history of social media:

Social Technologies have become a staple part of today’s digital world. Millions of people make social connections online through various websites like Facebook, Twitter and Flickr to name just a few. The popularity of such sites have seen incredible growth over the last few years, but when did this trend start? What follows is a brief history of social networking on the Internet.

1980’s :

Compuserve, which was around since the 1970s, evolved into a network that would allow members to share files. Discussion forums began to emerge as a result.

Another network called BBS (Bulletin Board System) allowed users to communicate using a modem over telephone lines. Long distance charges would apply so many Bulletin Boards were strictly local.

1990’s:

AOL (America Online) was in its heyday with member-created communities and searchable profiles.

Classmates.com became very popular as people tried to use the Internet to reconnect.

2000’s:

Friendster is launched. This site allowed members so see the connections that they knew they had and discover connections that they did not realize they had in common with others.

LinkedIn, a networking resource aimed mostly at professionals and businesspeople, is created.

MySpace becomes a huge hit mostly in the US. Its key demographic is the under 30 crowd.

Facebook quickly grows into the world’s largest online social networking site.

Twitter is launched and catches on quickly for those who can’t seem to get enough minutiae. Where and what social networks will evolve into is anybody’s guess.

There is little doubt that the written word has undergone significant changes since its inception hundreds of years ago. The continual shift of design and words promotes both cultural changes and is an indication that nothing is ever stagnant or unchanging. Jay Bolter in his book “Writing Space” indicates that “print today is continuing to remake itself in order to maintain its claim to represent reality as effectively as digital and other visual media” (Bolter, 2001, p. 47). According to Bolter, print has undergone a transformation of reverse ekphrasis in which the visual image now embodies words. Bolter also contents that print has undergone a visual renovation that appeals to all the senses in order to represent a more “real” application of reality. This notion of competition or restructuring of print establishes a situation to further examine Bolter’s contention that print has undergone both reverse ekphrasis, evident in visual media and Sparkline, and a sensual revolution, as indicated by online role playing games and technologically advanced learning toys. The “modernization” of print implies an attempt to stay current in contemporary, technical times.
The Greek term Ekphrasis has been used to describe the act of envisioning a description as if it were physically present. Bolter challenges that print has reformulated itself in a type of reverse ekphrasis in which the image portrays or explains words (Bolter, 2001). The origins can be seen in Rebus forms of communication, where pictures (or symbols) are utilized for their sounds to represent new words. Rebus systems were common in Egyptian writings and used as a tool for children to learn reading in the 19th century. Rebus systems indicate that the visual representation of words has been present throughout history. Perhaps Bolter suggests that print has reverted back to picture depiction of words due to the need for a more accurate symbol of reality. This is evident in the USA Today “Snapshots” where pictures are the data. The idea of reality as symbols is corroborated by Murray Krieger, who explains change stems from our “desire for the natural sign, the desire, that is, to have the world captured in the word” (Krieger, 1992, 11, from Bolter, 2001, p. 57).
Modern or reverse Ekphrasis is best indicated by the transfer of the novel to film. The adaptation of the novel into motion picture further stresses the shift from the written word to the visual representation of words. The novel, once a bound text, can now been seen and heard as a movie. The movie itself could be defined as a form of Ekphrasis as it is taking words of a novel and explained through a series of images. Bolter extends this argument through the example of the reproduced book. Reverse Ekphrasis is quite evident through the reproduction of a novel cover after its movie form has been produced (Bolter, 2001). The image of the movie on the novel cover serves as a symbol for the novel itself, as Bolter suggests, “the book must now do its best to recreate in words the experience of seeing the film” (Bolter, 2001, p 57). One can not help but think of the tween series “Twilight” in which the film’s main character, played by Robert Pattinson, graces the covers of the entire series. As if this were not enough, the merchandise created from the film (and somewhat due to the books themselves) further proves the shift to visual representation of words. The Twilight series has buttons, magnets, posters, and even T-shirts in which a fan can declare there affiliation for either of the two male characters vying for the narrator’s affections. These shirts simply say “Team Edward” or “Team Jacob” Curiously; these words become visual symbols for the novel/film and convey implicit knowledge that aids the experience of authenticity.
Edward Tufte has designed a method of making the experience of the written word more authentic. Tufte created a data system which he aptly name Sparkline. Sparkline essentially is for “small, high resolution graphics embedded in a context of words, numbers, images” and is “data-intense, design-simple, word-sized graphics” (Edward Tufte 2006). Tufte states that traditional charts are too general and isolated from the text, whereas Sparkline graphics are succinct and located in the text where they are discussed. What Tufte has created is a visual of information acts as a “kind of “word” that conveys rich information without breaking the flow of a sentence or paragraph made of other “words” both visual and conventional” (Wikipedia, Edward Tufte). Sparkline promotes the notion of reverse ekphrasis as the data is presented as an image and represents words in a visual format. Reverse Ekphrasis is evident in our culture, yet the “remediation” of print also includes, according to Bolter, visual changes that heighten our other senses, making print more lifelike.
The sensual transition of the written word is evident as our culture shifts to a more technical medium. In today’s culture art must imitate life or it must be as authentic to real life as possible. The focus now rests of the need for authentic entertainment and this is usually found in a visual format. In order for the written word to compete, it needs to be restructured in a format that visually appeals and provides an authentic experience. Examples of this transition are clearly exposed in the fantasy role playing games such as Dungeons and Dragons and World of Warcraft. Dungeons and Dragons is a fantasy role playing game created in 1974 in which each player is a character moving through another world focusing on challenges and tasks which must be accomplished. Dungeons and Dragons is a visual form of the written word. The new versions of the game are online and have books with more pictures and diagrams which are “far more pleasing to the eye” (Miller, 2008, para. 11). The visual component of the books, along with the role play which engages emotions, sound, and tactile functions, serves as a precursor to the transition of the written word into a sensual or physical format. The next generation of the physical written word is World of Warcraft. World of Warcraft, or WoW, is a multiplayer online role playing game where a story unfolds through quest text and scripted non-player characters. WoW truly is a sensual experience of the written story. It incorporates the visual component with the virtual worlds the characters must engage in, it provides the player with the feeling of “being there” as they are the character that navigates through the world. It also includes sound and even touch as the player must use the keyboard, mouse etc. to continue the reading. The player must envision and engage in the fantasy world. The game provides the player the ability to control some of the text, which offers the player a truly authentic written experience. Another example of this, as suggested by Bolter, is MOO gamers who navigate in a fantasy world where they write (similar to Ekphrasis) and envision those words as a reality world online. WoW is a more complex version of a MOO with complex storylines. WoW truly is a modern version of the written word, where the reader sees the written word in a sensual context and is intricate in the storyline. The sensual shift does not relate only to the role playing genre, but can be seen in other forms in our culture.
One such form is found in the educational toys created by LeapFrog, where the slogan itself, “See the learning” denotes a visual context. LeapFrog has been using technological advancements to enhance educational toys for young children. The LeapFrog website shows the requirement for knowledge to be sensual and states:

“See it. Hear it. Say it. Touch it. Learn it.
At LeapFrog, we surround the child with multiple ways of learning by tapping into their senses. Interactive learning experiences are further reinforced with immediate, and positive, corrective feedback. This multi-sensory approach has been consistently proven effective by third-party efficacy studies and research.” (LeapFrog, 2009, para. 5).

Case in point, LeapFrog’s book system: the “Tag Reading System”. This system is a further sign of the shift towards the written word as a sensual experience. The Tag reading system, uses a reader pen that the child can highlight over a word to sound it out, to make characters sing, or to make characters talk. The Tag reading system provides reading as a sensual experience. The website indicates this:

“The Tag Reading System engages children’s senses to make reading a rich, fulfilling experience. With each touch of the Tag reader to the book’s pages, words talk, characters sing and stories live out loud. With over 20 books and games including favourite TV, movie and classic tales, each Tag book allows children to learn at their own pace, building confidence” (LeapFrog, 2009, para. 1).

What is interesting is that the LeapFrog product advertises the need for a multi-layered experience when reading. In addition, the fact that the books contain information from “favourite TV and Movies” is another affirmation of the written word competing with its visual counterpart. LeapFrog products juxtapose the new era of the written word, as it proves that reading and writing are increasingly more visual and call for a sensual experience where legitimacy can be replicated.
Bolter’s “breakout of the visual” indicates a new form of the written word. The written word, like our culture, is not stagnant and must change and adapt to new circumstances and demands of society. This change is further ingrained due to the increase in multimedia and technological advancements. The adaptations undergone by the written word indicate our society’s desire for a more authentic experience, one where simplicity is combined with symbols and all of our senses.

References

Bolter, Jay David (2001). Writing Space Computers, Hypertext, and the Remediation of Print. Mahwah, NJ: Lawrence Erlbaum Associates.

Krieger, M. (1992). Ekphrasis: The illusion of the Natural Sign. Baltimore: John Hopkins University Press. Quote Retrieved from Bolter, Jay David (2001). Writing Space Computers, Hypertext, and the Remediation of Print. Mahwah, NJ: Lawrence Erlbaum Associates.

LeapFrog. (2009). About Us. Retrieved from
http://www.leapfrog.ca/en_ca/home/about_us.html

LeapFrog. (2009). Tag Reading System. Retrieved from http://www.leapfrog.ca/en_ca/families/tag/tag_system/tag_reading_system.html

Miller, John J. (2008, July 1). Dungeons and Dragons in a Digital World. The Wall Street Journal Retrieved from
http://online.wsj.com/public/article/SB121487030020517745.html?mod=2_1578_middlebox

Tufte, Edward (2006). Beautiful Evidence. Graphics Press

Wikipedia. Edward Tufte. Retrieved on 27 October 2009. Retrieved from http://en.wikipedia.org/wiki/Edward_Tufte

Wikipedia. Rebus. Retrieved on 27 October 2009. Retrieved from http://en.wikipedia.org/wiki/Rebus

Wikipedia. World of Warcraft. Retrieved on 27 October 2009. Retrieved from http://en.wikipedia.org/wiki/World_of_Warcraft

The Muppet ReMix (Same as embedded video posted below)

This might date me a bit, but nothing was better than sitting down and watching The Muppet Show. Those two critics in the balcony, Statler and Waldorf,  put Simon Cowell to shame.

For some brilliant commentary on Internet culture by Statler and Waldorf, view https://www.youtube.com/watch?v=zSDj7bjAv2s , and https://www.youtube.com/watch?v=7pCW0bd-gH0.

Enjoy the ReMix below
.

[Posted November 23, 2009 to YouTube by The Muppet’s Studio ]

I thought it was great how Kermit tried video conferencing to discuss the upcoming show with the cast and his stage manager Scooter. What a way to relate to parents who are newish to technology yet entertain the kids at the same time!

I had the opportunity to go to the Annual Conference on Distance Teaching and Learning in Madison, Wisconsin this past August. The last keynote speaker, Teemu Arina discussed how culture and education are changing with emerging technologies. His presentation illustrated how we are moving from linear and sequential environments to those that are nonlinear and serendipitous. Topics of time, space and social media tie into Teemu’s presentation. The video of the presentation is about 45 minutes long but the themes tie nicely into our course and into many other courses within the MET program.

In the Age of Real-Time: The Complex, Social, and Serendipitous Learning Offered via the Web

As one of themes of this course relates to technology and information retrieval and storage, I thought I would share this video. The folks at MIT have created a wearable device that enables new interactions between the real world and the world of data. The device, based on personal criteria that you input, allows you to interact with an environment and call up relevant information about it, simply by gesturing (e.g. while shopping a hand gesture will bring up information about a particular product). What is controversial about this device is that it makes it easy to infringe on people’s privacy. Filming and photographing can occur by simply moving one’s hand. Also, think about how annoying it is to listen to a multitude of mobile users chat in public spaces – this device allows a user to project and display information on any surface. Imagine, hundreds of people displaying information all over the place at once!

https://www.youtube.com/watch?v=blBohrmyo-I

Hello my friends,

I have had the idea of making cartoons to create communication in the foreign language classroom, but though I had searched the Net, I hadn’t found anything suitable. Well, from the great site Cogdogroo: 50 Web 2.0 Ways to Tell a Story (http://cogdogroo.wikispaces.com/StoryTools#toc33), I got on to PikiStrips (http://www.comeeko.com/”>http://www.comeeko.com/)

It actually took me a long time to make the comic, first taking the pictures and then figuring out how to work the software. The program is pretty cool, but it has a few bugs; plus it doesn’t give much flexibility with the layout. Nevertheless, I am happy with the results (except for the photo on page 2 that is rotated 90º; I can’t fix it, so never mind).

The idea was to make a comic with photos and bubbles instead of words so that students create their own dialogues. Of course, the next step would be to have the students create their own comics and then switch them around, so each group got another group’s comic.

This is the first page of the three that make up the complete story:

They look a lot better if you download them, as the images are much bigger.

You can find page 1 at: http://www.comeeko.com/ps/gallery/view_image/33124353

You can find page 2 at:
http://www.comeeko.com/ps/gallery/view_image/33124943

You can find page 3 at: http://www.comeeko.com/ps/gallery/view_image/33125163

There is a button on the page to download the image. I hope you enjoy the story.
Dilip

Throughout the course there has been a lot of reflections in our Blog posts, and many of my classmates have commented on how the very nature of posting to the Blog has made them reflect on how they do so. Some individuals get right into it and type directly into the Blog, others type their entire post in a word document first, to be edited and polished before posting, and others do a mixture of the two methods or alternate between one method or the other depending on the topic or nature of that particular post or comment.

The very act of reading and commenting on each other’s posts requires us to reflect and express who we are, what we believe, and what knowledge and ideas we hold and/or chose to change. I really like how Bolter (2001, p.190) describes this as, “…we write both to express, to discover, and to share who we are, and in a postmodern age our written identity is, like hypertext, dynamic, flexible, and contingent”.

I have appreciated the use of tagging specific words within our posts to organize and categorize our topics and key words as it made it much easier to jump to similar-topic discussions. The diversity and creativity of topics, images, and ideas that have formed our online collection is stunning. There have been a lot of images and videos used in the Blog posts, not more or even equal to the amount of text (which has been massive!), but there has definitely been a “breakout of the visual” (Bolter, 2001). With the ease of uploading or linking these visual forms of representation, our Blog has become a visual world which has allowed us in many cases (my own posts included) to simply let the image or the video ‘do the talking’ and express the point we were trying to get across to our peers. Sometimes a picture really is worth a thousand words.  This was the case in the following posts:

The Media Revolution by Ashley Jones

Technology by Liz Hood

Melding the two T’s by Drew Ryan

New technology, old concept by Ashley Jones

Technology – definition by Lindsey Martin

Shedding the light on the meaning of technology by Ashley Jones

A matter of metaphor by Peg

Working smarter not harder by Ed Stuerle

Technology = system by Erin Gillespie

Derrida and writing by Stuart Edgar

Text by Stuart Edgar

Text by Liz Hood

Text we R, text i Am by Svetlana Gibson

Text by Noah Burdette

Text us…. by Ana Cecilia Tagliapietra

Although I have chosen to focus on the connections made on the Blog site, I have also really enjoyed using Vista and the Wiki. Using three different platforms has allowed for different methods of expression, high levels of creativity and an increase in the sharing of knowledge. Thank-you everyone for the excellent contributions and feedback, from which I have learned so much!

Resource:

Bolter, D.J. (2001). Writing Space: Computers, Hypertext, and the Remediation of Print.London: Lawrence Erlbaum Associates, Publishers.