multiliteracyrevolution

Posts Tagged ‘technology’

ASL Multiliteracies as Critical Perspective

Posted by nicholaspelafas on August 6, 2011

In the Volume 10 No. 2 of the Sign Language Studies (Winter 2010), Kristin Snoddon published an article entitled Technology as a Learning Tool for ASL Literacy.  The article explores “how learning technology was incorporated as part of a study at the Ernest C. Drury School for the Deaf, Milton, Ontario, Canada….which is part of Early and Cummins’s (2002) cross-Canada project, From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy.”  The project’s founding objectives were:

1. To explore ways of bringing students’ cultural and linguistic knowledge into the classroom as a foundation for overall literacy development;

2. To explore how technology can enhance students’ engagement with traditional literacy (reading and writing skills) and also pro- mote students’ expertise in “21st-century literacy skills.”

What is interesting about this article, besides demonstrating some of the ways technology was beneficial in the Drury School Study, was Ms. Snoddon’s critical discussion of the relationship between ASL Literacy and Technology. Read the rest of this entry »

Posted in Critical Perspectives, In the Classroom, Technology, What is Multiliteracy? | Tagged: , , , , | Leave a Comment »

Networked Literacy and the Next-Generation Book

Posted by nicholaspelafas on July 23, 2011

[Meet Nelson, Coupland, and Alice — the faces of tomorrow’s book. Watch global design and innovation consultancy IDEO’s vision for the future of the book. What new experiences might be created by linking diverse discussions, what additional value could be created by connected readers to one another, and what innovative ways we might use to tell our favorite stories and build community around books? ]

So I pulled this video and the one below from the wordpress blog Preprint (see blogroll for link) and I found it to be fascinating how contextualized and informative the experience of reading a book could be.  The Nelson software allows readers to see different perspectives on what they are reading, and locate referential materials that can assist their understandings of critical arguments, see what kinds of discussions are being spawned by a particular book, and share critical insights.  This is somewhat revolutionary in how it can network the literacy experience of individuals, and enabling people to gain greater critical insight at a time when decentralized publishing means a greater questioning of reputability of sources.

Read the rest of this entry »

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Multiliteracies Assessed: Examples from the Field

Posted by tricialauter on July 21, 2011

MLC School: City Experience–The City Experience is an interactive learning experiencing at a middle school in Sydney, Australia. Description of their project on their website states, “The learning that takes place is experiential, collaborative, negotiated, independent and interdependent. It challenges the notion of schooling and indeed of teaching. Students are challenged to respond to a “big question” with some guidance in the form of both written instruction and negotiated discussion. They demonstrate their individual and group learnings at a “learning celebration” held on the last day.”

The City Experience allows students to explore an area that is relevant to their lives, create a knowledge network, accessing and providing feedback to their peers and staff, and present learning through a medium that incorporates multiple literacies.

Auborn Middle School: Anywhere Learning–Students used digital tools to develop literacy, communication, and critical thinking skills. Teachers acted as facilitators, students remained motivated, and learners demonstrated 21st century skills.

21st Century Skills Assessment–A unique assessment that combines multiple choice knowledge-based questions, and authentic performance tasks to assess students’ 21st century skills. Allows for optional portfolio assessment to address skills that are not easily assessed through written portion.

 

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