Task 7: Mode Bending
I found this task challenging. I spent a lot of time contemplating different approaches but didn’t connect with any of them. So, I decided to start simply and just review the objectives of the first task as a starting point for its redesign.
According to the New London Group (1996), redesigning isn’t about replicating existing designs or merely being creative; it’s about transforming the original (available) design – in this case, Task 1.
To me, our first task served two primary purposes:
- It provided a method for introducing ourselves using physical objects
- It prompted us to consider the types of texts or literacies that hold value for us.
I also considered changing the mode of the task. I’m not very comfortable with audio, especially when it involves talking about myself. So, I started toying with the idea of including my kids to make the audio more engaging. This not only alters the tone and style of the assignment but also introduces interaction into the task, which shifts its genre (New London Group, 1996). Unlike the carefully chosen items in my bag, my kids’ choices are more spontaneous. Figuring out how to include their decisions was certainly more challenging, but it also added interest (and, perhaps, a bit of humility on my part).
So, I came up with the following redesign of task 1:
- Ask my family to select an item they believe represents me and explain why.
- Then reflect on their choices and consider what that reveals about me and the texts and/or literacies I value.
To me, this maintains the original goals but approaches them from a fresh angle. I think the audio works because it allows the audience to hear my kids’ voices directly, which feels more authentic and tangible compared to translating their words into written text. Were I to do it again, I think I would have just made an audio recording rather than an audio-visual because honestly, I don’t think the visuals were needed.
Overall, redesigning was an interesting process. I’m not sure if I totally enjoyed it, but as noted by the New London Group (1996), it certainly was a more active and dynamic process compared to my initial experience with Task 1. I think this highlights the purpose of redesign and its role in creating meaningful learning experiences.
References:
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.
Hi Steph,
I wanted to follow-up on a comment that you left on my page, but wasn’t sure if you get a notice that I responded. So thought here, might be a good option:
Thanks, Steph, for taking the time to watch my videos and leaving a response. This was probably my most favourite task in terms of creativity. I probably wouldn’t have thought of it, if it hadn’t been for my colleague recently using the the ChatterPix app with her class. I definitely think this is a great way to teach perspective but also engaging for the students.
After reading your post, I feel we had a similar approach, in that we tried to incorporate a different perspective. For example, your stated that you would:
~ “Ask my family to select an item they believe represents me and explain why.” Adding their perspective.
~ “Then reflect on their choices and consider what that reveals about me and the texts and/or literacies I value. ”
Perspective plays a crucial role in the development of multiliteracies, for example:
Enhancing Understanding: By considering multiple perspectives, learners can gain a deeper and more comprehensive understanding of texts and contexts. Dobson and Willinsky (2009) emphasize the necessity of digital literacy in navigating the complexities of contemporary information society, where different perspectives must be understood and synthesized.
Encouraging Critical Thinking: Perspective-taking encourages learners to think critically about the content they engage with. The New London Group (1996) highlights the role of multiliteracies in fostering critical awareness. By examining how different perspectives influence meaning, learners can develop critical thinking skills that are essential for interpreting and evaluating information.
Incorporating different perspectives is not just a method to engage students but a vital approach to nurturing essential skills in today’s digital age. By fostering an environment where students can explore and reflect on various viewpoints, we equip them with the ability to critically analyze and understand the complexities of the world around them.
Furthermore, after listening to your post, I really appreciated your perspective that you provided about looking at the room around you and seeing ‘a handwritten book of poetry from your daughter, drawings, schedules on calendars, and lists.’ This resonates deeply with the importance of non-digital literacies being grounded in ‘basics.’ These tangible items not only serve practical purposes but also foster personal connections and creativity in ways that digital media often cannot replicate. Handwriting, drawing, and physical scheduling engage different cognitive and motor skills, enriching our overall literacy and keeping us connected to foundational forms of expression and organization.
Thanks for sharing.