{"id":270,"date":"2021-03-02T14:14:12","date_gmt":"2021-03-02T21:14:12","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mrbristow\/?page_id=270"},"modified":"2021-03-02T14:15:45","modified_gmt":"2021-03-02T21:15:45","slug":"task-7-mode-bending","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/mrbristow\/etec-540\/task-7-mode-bending\/","title":{"rendered":"Task 7: Mode-bending"},"content":{"rendered":"<p><iframe loading=\"lazy\" title=\"ETEC 540 Task 7\" width=\"620\" height=\"349\" src=\"https:\/\/www.youtube.com\/embed\/rw86B6DH1CA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><span style=\"font-weight: 400;\">My original semiotic mode was tailored towards an English-reader accessing the content via the blog on a PC which may meet the requirements for this course but, if targeted towards my typical audience of students, fails to meet their requirements for engaging material. It is less optimized for mobile devices, may not be at their language level, or be in their first language at all. I was struck by the statement in this week\u2019s readings that \u201c[d]iversity is pivotal in today\u2019s life-worlds\u201d (Cope and Kalantzis, 2009, p. 173) in particular to trends in technology and student agency. My goal for this week\u2019s task was to recreate a description of what was in my bag as well as why in a format that eschewed the requirements of reading written English. I was inspired by the multimodal methods described by the New London Group as well as recognizing that \u201cflexibility is critical because the relationship between descriptive and analytical categories and actual events is, by its nature, shifting, provisional, unsure and relative to the contexts and purposes of analysis.\u201d (The New London Group, 1996, p. 24)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I see the use of a video to be in line with Dobson and Willinsky\u2019s observations how digital literacies can be seen as an extension of traditional literacies where\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">\u201clanguage and language use have always been fluid and variable, changing over time and in different sociocultural contexts [\u2026] the advent of electronic textuality reminds us of this, inviting us to reconsider our presuppositions about reading and writing \u2013 which are infused with assumptions specific to print \u2013 to \u201cre-formulate fundamental ideas about texts and, in the process, to see print as well as electronic texts with fresh eyes\u201d (p. 263).\u201d (2009, p. 295)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Restructuring my Task 1 had me utilizing multiple modes as I planned out my video using both linguistic and visual methods by writing notes and then story-boarding. While my planning and reflection both use linguistic modes and visual meanings, my video tries to ignore linguistic modes in favour of favouring visual, audio, gestural, and spatial meanings. The reimagined Task definitely makes assumptions about the literacies of the viewer, including a basic grasp of digital literacy which \u201cassumes visual literacy and entails both the ability to comprehend what is represented and the ability to comprehend the internal logics and encoding schemes of that representation\u201d (Dobson &amp; Willinsky, 2009, p. 298).<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Increasing the approachability through multiple modalities helped me examine Dobson and Willinsky\u2019s statement that electronic literacies exist as \u201ca \u201cdemocratic medium,\u201d with that democratic element existing in tension with the Internet\u2019s top-down economics, as well as its privileging of English-language and masculine cultures.\u201d (2009, p. 297) As a digital citizen who falls into these two categories I have to be cognizant of the privileges available to me in my communication both at work and at home. It was an interesting challenge to try and communicate what and why certain objects live in my bag without using written or oral language. The exercise certainly had me appreciating the different literacies I possessed to tell this narrative: digital literacy to film and edit the footage, visual literacy to stylize shots and story, as well as a physical literacy to use body language and gestures to communicate non-verbally. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">*In a non-serious observation I also got to practice my profane literacy as running into technical difficulties with my home computer not wanting to work with the footage captured certainly brings out the best in me&#8230;\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>Sources Cited<\/p>\n<p><span style=\"font-weight: 400;\">Bill Cope &amp; Mary Kalantzis (2009) \u201cMultiliteracies\u201d: New Literacies, New Learning, Pedagogies: An International Journal, 4:3, 164-195, DOI:10.1080\/15544800903076044<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Dobson, T., &amp; Willinsky, J. (2009). Digital Literacy. In D. Olson &amp; N. Torrance (Eds.), The Cambridge Handbook of Literacy (Cambridge Handbooks in Psychology, pp. 286-312). Cambridge: Cambridge University Press.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The New London Group.\u00a0 (1996). <\/span><a href=\"http:\/\/newarcproject.pbworks.com\/f\/Pedagogy%2Bof%2BMultiliteracies_New%2BLondon%2BGroup.pdf\"><span style=\"font-weight: 400;\">A pedagogy of multiliteracies: Designing social futures.<\/span><\/a><a href=\"http:\/\/newarcproject.pbworks.com\/f\/Pedagogy%2Bof%2BMultiliteracies_New%2BLondon%2BGroup.pdf\"><span style=\"font-weight: 400;\">\u00a0(Links to an external site.)<\/span><\/a><span style=\"font-weight: 400;\">\u00a0 <\/span><i><span style=\"font-weight: 400;\">Harvard Educational Review<\/span><\/i> <i><span style=\"font-weight: 400;\">66<\/span><\/i><span style=\"font-weight: 400;\">(1), 60-92.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>My original semiotic mode was tailored towards an English-reader accessing the content via the blog on a PC which may meet the requirements for this course but, if targeted towards my typical audience of students, fails to meet their requirements for engaging material. It is less optimized for mobile devices, may not be at their [&hellip;]<\/p>\n","protected":false},"author":31422,"featured_media":0,"parent":243,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-270","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/pages\/270","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/users\/31422"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/comments?post=270"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/pages\/270\/revisions"}],"predecessor-version":[{"id":285,"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/pages\/270\/revisions\/285"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/pages\/243"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/mrbristow\/wp-json\/wp\/v2\/media?parent=270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}