Presentation is loading. Please wait.

Presentation is loading. Please wait.

10 octobre 2012VUB/SMIT Divina Frau-Meigs Transliteracies:an emerging concept for MIL in the cyberist era Divina FRAU-MEIGS Professor, Sorbonne Nouvelle.

Similar presentations


Presentation on theme: "10 octobre 2012VUB/SMIT Divina Frau-Meigs Transliteracies:an emerging concept for MIL in the cyberist era Divina FRAU-MEIGS Professor, Sorbonne Nouvelle."— Presentation transcript:

1 10 octobre 2012VUB/SMIT Divina Frau-Meigs Transliteracies:an emerging concept for MIL in the cyberist era Divina FRAU-MEIGS Professor, Sorbonne Nouvelle University Head, section “Media Education Research” International Association for Media and Communication Research (IAMCR/AIERI) Director, Master AIGEME “Ingénierie de l’éducation aux médias et du e-learning”

2 the connected youth and the shuttle screen situation computer ICT journals broadcast screen Video/DVD CD and DVD Mobile phone Joystick broadband screen Sticks K7 and video games + MP3, digital camera,... Source: Verniers, Graz, 2007 …

3 10 octobre 2012VUB/SMIT Divina Frau-Meigs Summary 1. Media research trends informing media literacy 2. Media education practices and processes informing research 3. Moving towards “Transliteracies” 4. Modelling Transliteracies 5. Implications for curricula and policies

4 10 octobre 2012VUB/SMIT Divina Frau-Meigs 1. Media research trends informing media literacy I.1 Learning shifts in the cyberist moment Not modernist or postmodernist, but transformative Visual culture: image and action-oriented + Alphabetical culture: text and reflection-oriented + shuttle screen: broadcast  broadband  Online activities first and then offline extensions  Media as spectacles + services  Media as content aggregators  Media as « participatory » (but from a few to a few, not many to many)

5 10 octobre 2012VUB/SMIT Divina Frau-Meigs 1. Media research trends informing media literacy I.2 Moving Research Beyond “Cultural Studies” A certain use in its time: a relatively coherent and encompassing framework But : Obsolete and recuperated within pop commercial culture To be upgraded  New paradigms : networks, flux, services, creative industries,…  cosmo-political perspectives : non linear, non causal, reticular, multi- causal, multi-polar y processual  Neuro-sciences and social cognition (memory, identity,…)

6 2. Media education practices and processes informing research MIL (as presented by UNESCO and European Expert Group) Media and Information Literacy convergence Knowledge, Competencies and Attitudes Communication skills constellation Source: J. Lau, octobre 2012VUB/SMIT Divina Frau-Meigs

7 Information Skills Mass Media Skills Scientists, Scholars, decision- makers Scientific publications, academic information Research, decision- making Citizens’ news needs, general information needs Mass media Form opinions, make general decisions, leisure Citizens, professionals, students Validated information, publications Learning, studying UserMediumUse Media and Information Literacy Convergence

8 Access Identify need / Express / Search / Locate Core skillsSubsidiary skills Analyze / Induction / Deduction (Understand) / Process Apply / Learn / Ethics / Communicate / Reproduce / Produce Evaluation/ Understanding Use Lau, Jesus (2010) Conceptual Relationship of Information Literacy and Media Literacy Knowledge, competencies, and attitudes

9 INFORMATION LITERACY ICT SKILLS – MEDIA LITERACY LITERACY ORAL COMMUNICATION REASONING Other information Skills Digital technology Use Use of Communication Tools Use of Networks Sift media messages Analyze media messages Other ICT / Media Skills ReadingWritingNumeracy Other Basic Skills SpeakingListening Thinking Skills Definition and articulation of information need Location and access of information Assessment of information Organization of information Use of information Communication and ethical use of information Communication Skills Constellation

10 10 octobre 2012VUB/SMIT Divina Frau-Meigs 3. Moving towards Transliteracies 3.1 The socialisation process in a global media environment * Engagement (motivation to use media, participation) * Anticipation (memory and felt experience of media, feeling of agency and self-control over the situation) * Interpretation (process of appraisal, building skills for evaluation) * Reflexivity (practices accumulated through time, self- awareness) * Performance (understanding of social roles and expectations about attitudes and values) * Co-construction (social accountability and collective responsibility) * Revision (cognitive feedback loop, options for social change)

11 10 octobre 2012VUB/SMIT Divina Frau-Meigs 3.2 The repertoire of e-strategies * Play (problem solving) * Simulation (dynamic modelling) * Content-aggregation (alternative identities for self-discovery) * Sampling (remixing of media outputs) * Multitasking (interaction with a variety of media tools) * Pooling (distributed intelligence by aggregating information) * Transmedia navigation (control over knowledge in public domain) * Networking (search and distribution of information) * Peer-to-Peer coordination (negotiation across communities), (adapted from Jenkins 2009= New Media Literacies, 2011). 3. Moving towards “Transliteracies”

12 10 octobre 2012VUB/SMIT Divina Frau-Meigs 3. Moving towards “Transliteracies” 3.3 Designing competences within the socialisation process * Comprehension * Criticism * Creativity * Consumption * Cross-cultural communication * Citizenship * Conflict Management and resolution (Frau-Meigs 2011).

13 3. Moving towards “Transliteracies”

14 10 octobre 2012VUB/SMIT Divina Frau-Meigs 4. Modelling “Transliteracies” 4.1 Considering “Information” from 3 fields infoliteracy: the economics of data production and the referencing of documents with a strong stress on their verifiability : information = document medialiteracy: the mastery over a series of semiotic resources (text, image, sound,…), with a strong focus on news and their relation to the training of users in developing a critical mind to assess truth and trust : information = news computerliteracy: a set of uses and practices in relation to computers and digital tools and platforms, with a focus on their design, their functioning and their finalities : information = code  information cultures+ digital cultures

15 10 octobre 2012VUB/SMIT Divina Frau-Meigs 4. Modelling “Transliteracies” 4.2 Transliteracies as an emerging field  Double meaning of today’s convergence: 1)the multi-media dimensions of current literacy —being able to read, write, count (3R’s) and compute with print and digital tools and via all sorts of formats from book to blog; 2) the trans-domain requirements for full literacy —being able to search, test, validate, modify information as understood in computation (code), in communication (news) and in library science (document).  Interdisciplinary research restructuration of the three separate fields (overlapping concepts, methodologies and finalities)

16 10 octobre 2012VUB/SMIT Divina Frau-Meigs 3. Modelling Transliteracies 4.3 from transliteracy to e-learning analyse the definitions and territories of “information” in the various literacies that cover it (media, information, computation); articulate the theoretical stakes of transliteracies, in particular in relation to the socialisation process and e-strategies; evaluate the existing indicators for media and information literacy and produce transliteracy indicators; position the question of information in the skills and competences for lifelong learning Connect transliteracies with the fuzzy field of e-learning

17 10 octobre 2012VUB/SMIT Divina Frau-Meigs 5. Implications for curricula and policies Criticise today’s use of media and information literacy in neo- liberal societies: the sweet candy around the bitter pill Articulate the 7Cs and e-strategies to transliteracies curricula Articulate to attitudes and values online and offline: pedadogy of participation and co-construction Develop implications for templates for national policies in transliteracy

18 5. Implications for curricula and policies The example of AIGEME : Media biographies eportfolio design Competences and group dynamics Cyberpresence: social presence cognitive presence designed presence

19

20 5. Implications for curricula and policies : around the learner project Teacher/tutor Learner Project help (software) Tools (harware) monitoring Mediation Mediation Help Help Tools Tools Monitoring Monitoring Mediatization Mediatization Follow-up Follow-up Feedback Feedback Scaffolding Scaffolding Source: JP Narcy-Combes, 2004 Source: JP Narcy-Combes, 2004 (software) follow-upfeedback scaffolding Retroaction on project and mediation mediation

21 10 octobre 2012VUB/SMIT Divina Frau-Meigs 5. Implications for curricula and policies Elements for national policy template: shared, consensual vision; public policies for education and for public media; teacher and librarian training; awareness raising of all stakeholders; dissemination of research; international cooperation Production of standard setting tools, such as recommendations, directives, observatories, declarations, in co-regulation and governance framework Dissemination of documents and sense-making practices via digital tools and via school curricula, master’s programmes for new professions (tutors on line, coaches, moderators,…)

22 10 octobre 2012VUB/SMIT Divina Frau-Meigs To read more: -Frau-Meigs Divina. Media Matters in the Cultural Contradictions of the Information Society. Towards a human rights based Governance. Council of Europe, Frau-Meigs Divina.Penser la société de l’écran. Sorbonne nouvelle, Frau-Meigs Divina. Socialisation des jeunes et éducation aux médias. Eres, (ed.) Media Education Kit (UNESCO), (ed.) Mapping Media Education Policies (AoC), 2009

23 For further contact THANK YOU ! 10 octobre 2012VUB/SMIT Divina Frau-Meigs


Download ppt "10 octobre 2012VUB/SMIT Divina Frau-Meigs Transliteracies:an emerging concept for MIL in the cyberist era Divina FRAU-MEIGS Professor, Sorbonne Nouvelle."

Similar presentations


Ads by Google