Presentation on theme: "Researching academic literacies in a digital age: issues of meaning making"— Presentation transcript:
Researching academic literacies in a digital age: issues of meaning making email@example.com http://oro.open.ac.uk/21165/
What does academic literacies offer? Established theoretical and methodological frame Foregrounds issues of meaning making Offers framing for asking critical questions about learning and technologies Focus on textual encounters and significance for participants Sees texts and practices as central to construction of knowledge Importance of institutional context
Research approach Ethnographic-style Drawing on academic literacies research 3 institutions – diverse HE contexts 45-32 students Smalltown (14) Northcity (11) Centrecity (7) Data included: interview transcripts, field notes, web pages (social/ curriculum based), personal development plans, students own work (group and individual), photos Rich, diverse, hybrid, across media, multimodal
modes and mediational means practices participants meaning making Spheres for Meaning Making
ESSAY QUESTIONS TERM 1 Term I - essay deadline – Monday 3 December 2007 Choose one of the following: 1. What does the field archaeologist need to know about modern scientific dating techniques? 2. Using examples of methods and sites, evaluate the contribution of geoarchaeological studies to archaeology 3. Animal bone assemblages can provide information for a variety of different questions that archaeologists have about past societies. Discuss the kinds of information they provide and give examples in your answer. 4. Why is material culture so important in everyday life? In what ways can material culture be said to be ‘active’? 5. Graham Clark excavated Star Carr in the 1950s. Since then numerous interpretations of the site have been proposed based on: economic models, social/environmental/ritual considerations, and landscape/memory culture considerations. Compare and evaluate interpretations proposed in articles published before and after 2000.
Using Google Scholar Because it searches within text so it searches for the words throughout everything, whereas the library one only searches on the title of the book or the title of the journal article so it’s really useful because if you’re wanting an article that’s about the political implications of phenomenology in a specific country or something like that, the title might not say that but it might talk about it in the actual book. If you can type in like political implications phenomenology then it will find someone talking about the political implications of… So it’s found something about feminists worrying about the political but it’s got phenomenology in it as well so you know, where you’ve founded things that is more relevant to what you want to know about.
Using wikipedia I quite often look up the meaning of words, like I use Wikipedia for just random questions. Like this morning I wanted to know what ubiquitous meant, so I just used that and it wasn’t anything to do with college that was just me wanting to know. So I quite often use it for things like that. I use Wikipedia a lot to answer questions about stuff like what year something happened or, you know you hear people say things sometimes and you just like what does that actually mean. …you’re technically not suppose to be using Wikipedia for college stuff because anyone can put whatever they want on it, that’s the idea. You can’t reference it, that’s the thing but yes I have to look at things like, just general things and get the general gist. I would be paying more attention if it was for university as to where the information was coming from and trying to keep track of that rather than like for stuff that I would known just for myself I probably wouldn’t pay much attention to where it’s from
Implications Changing status of knowledge institutionally driven Redefinition of literacy in the university Paying attention to integration of range of genres How can we find ways to harness these practices as critical intellectual resource?