Transcript Document

Literacy in the
Information Age
Bertram (Chip) Bruce
Library & Information Science
U. of Illinois at Urbana-Champaign
How is literacy changing?
Instant messaging: A case study of
learning from students
Re-creation of technology
Literacy as community inquiry
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New media
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web rings
video conferencing
digital libraries
virtual reality
hypermedia, the web,
the deep web
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internet radio
robot surgery
telepresence
ubiquitous computing
simputer
monkey & cursor
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Responses to new media
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Gee whiz! (Transformational)
Not for me (Oppositional)
Make it work (Utilitarian)
Engage (Transactional)
Cf. Walter Kaufmann, "The art of reading"
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Instant messaging
o Angel23: Mattie! wotz ^? do U wnt 2
c a mvie?
o Arwen93: yS. wot tym? aL 4 of us?
o Angel23: Y not? 7:30. c U l8r :-)
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Questions
o Are we witnessing the end of literacy?
o Why do students spend so much time doing
this?
o What are the dangers of living online?
o How do I connect with students?
o How should they develop literacy today?
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Why use IM?
o Use of email
– 100% of college
faculty
– 100% of students
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o Use of IM
– 0% of college
faculty
– 100% of students
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Student use of IM
o Communicate with family & friends at
home
o Get homework help
o Dating
o General socializing
o Second nature
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Isaac Oates and
Omar Ashrafi at
the University of
Illinois
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Types of away messages
o Passive-Aggressive away messages
o Posting information about your
feelings/emotional state
o Quotes/Song lyrics
o Hyperlinks to websites
o Posting romantic messages
o Sexual away messages
o Posting away messages while under the
influence of drugs or alcohol
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(cont.)
o Information about where you are or what
you're doing
o Posting false information in order to avoid
someone
o Posting false information in order to make
yourself look better (e.g., more popular)
o Posting humorous away messages/jokes
--From a survey created by Brandon Rowe and Sarah Chamovitz
at Haverford
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Using away messages
o Screening chats
o Checking away messages
o Monitoring who checks your away
message
o Using away messages to communicate
(sync => async)
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“Daddy, your away message is
boring. No one will visit you if all you
say is ‘away’”
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It’s snowing
His soul swooned slowly as he heard the
snow falling faintly through the
universe and faintly falling, like the
descent of their last end, upon all the
living and the dead" James Joyce,
Dubliners
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Re-creation of technology
Christine Wang,
Constructing a third
space at the computer
in a first-grade
classroom
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Idealizations v. Realizations
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Design through use
Through creation of content,
contributions to interactive elements,
and incorporation into practice, users
are not merely recipients of
technology, but participate actively in
its ongoing development.
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Technology history
Learning Technologies Timeline
Bruce, B. C. (2001, May). Constructing a once and future
history of learning technologies. Journal of Adolescent and
Adult Literacy, 44(8).
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Privacy and identity
“Identity theft and security on the
internet,” by Aaron Krimbel, Lana
Lewandowski, Tom Kelly, Vinh Vu
• Survey of users
• Simulated shopping site
• Line tap
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Building virtual
worlds in the CAVE
“If you want to view paradise, simply look around and view it. Anything you want to,
do it. Want to change the world? There’s nothing to it.” --Willy Wonka in Willy Wonka
and the Chocolate Factory
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Crossing Streets in VR
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New ways of writing
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Creating Townsville
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VisBox
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Pragmatic technology
technology
=>
solves a problem
solution to a problem =>
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technology
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Problem-solving cycle
problem 1 => technology 1
technology 1 => problem 2
problem 2 => technology 2
technology 2 => problem 3 …
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Active participation
every individual must be consulted in
such a way, actively not passively, that
he himself becomes a part of the
process of authority.
--Dewey, Democracy & Education
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Problems of re-creation
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Software selection
Evaluation
Teacher preparation
Curriculum development
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Technology as a
matrix for learning
Relate the school to life, and all
studies are of necessity correlated.
--Dewey, School and Society
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Community Inquiry
Laboratory
a place where members of a community
come together to develop shared
capacity and work on common problems.
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Aspects of CIL’s
o "Community" emphasizes support for
collaborative activity and for creating
knowledge connected to people's values,
history, and lived experiences.
o "Inquiry" points to support for open-ended,
democratic, participatory engagement.
o "Laboratory" indicates a space and
resources to bring theory and action
together in an experimental and critical
manner.
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Paseo Boricua
o Puerto Rican Cultural
Center in Chicago's
Humboldt Park
neighborhood
o Galvanizes neighborhood
residents around
community projects
o Addresses critical issues:
gang violence, AIDS,
social and environmental
justice, literacy, and
economic development
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Community Technology Centers
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Stephen's questions
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Why do cars speed up passing a stop sign?
Why do things far away seem blue?
Why do my eyes water when I stare?
How does your body make tears?
Is salt in tears the same as the salt on
food?
o What’s that pipe from the silo to the barn?
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1990 curriculum
Solve problems
Remember the textbook
Follow directions
Work alone
"Cover" the curriculum
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2010 curriculum
Ask: Find problems
Investigate: Multiple sources/media
Create: Active participation
Discuss: Collaborate; diverse views
Reflect: Learn how to learn
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Inquiry Page
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Directions
o Learning from students
o Re-creation of technology
o Community inquiry
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Students building a playhouse
University of Chicago Laboratory School, 1901
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Preparing for literacy in the
information age
only by extracting at each present time
the full meaning of each present
experience are we prepared for doing
the same thing in the future.
--Dewey, Experience & Education
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