Body Paratext

Closing Paratext

Introductory ParatextLet’s consider what might ease students into video-based learning. Imagine the students with the least and the most experience using educational videos. Keep in mind that students don’t have common expectations around how to use those videos. What kind of introductory text, video or activity might lead everyone into the assigned video without overwhelming them?

As I prepared to teach my first educational videography course earlier this year, I found that we lacked a common vocabulary for talking about how we design learning with video in mind. Since then, I’ve been advancing the term “video paratext” to reflect the myriad ways that we design educational guidance, prompts, activities or interactive elements to surround or be included within a video.I pulled the word “paratext” from the field of poetry translation because, personally, I love the “paratext” that precedes or follows a poem—or even interrupts it. At poetry readings in particular, I lean into the words that a poet shares before or after reading each poem. Paratext helps me connect with and make sense of the poem.

The result is a pervasive lack of knowledge needed to safely navigate digital environments. According to the Fletcher School at Tufts University, only 40% of American adults can answer basic questions on topics including phishing, privacy and cookies. Confronting those deficiencies head on over the next year will necessitate including underserved and undereducated communities in the design process.

meine these war dass das internet ein besonderes grundrecht ist weil es durch seine 00:23:42 vernetzende struktur andere grundrechte erst ermöglicht wenn ich internetzugang haben habe ich zugleich zugang zu medizinischen wissen das heißt ich habe medizinische vorsorge damit zumindest keine direkte heilung jetzt aber 00:23:56 vielleicht gibt es anregungen dazu ich habe zugang zu bildung das heißt das bildungsrecht recht auf bildung wissen habe ich damit auch abgedeckt das zeigt schon dass das internet mich auf derselben ebene ist wie andere 00:24:08 grundbedürfnisse ist sondern irgendwie ihn über gelder übergeordneten seine art meta grundbedürfnis

r gibt es einen übergang virtuelle realität ist eine sehr anspruchsvolle kognitiv voraussetzung

gemeinschaftlichkeit

But something I’m craving is is more precise language around saying what we mean, when we talk about technological or digital literacies. There are tons of really great frameworks for digital literacies out there, but they’re primarily used to talk about children are used a lot in K 12 contexts. I know there’s lots of conversations about digital literacies, and adult literacies, as well. But I think especially in this moment, we could continue to get really precise about what we’re talking about when we’re talking about our strengths, with using certain technologies or limitations with others.

use their literacies

both their present and future lives

Given the racist algorithmic codes of the internet (Noble, 2018)

Algorithms of Oppression: How Search EnginesReinforce Racism

Tamika and Malia employed their critical Black Girls’ Literacies (Muhammad & Haddix, 2016) to question the power dynamics involved in traveling; rather than attempting to enact linguistic privilege as English-speaking Americans, Tamika and Malia acknowledged that they would be visitors in other countries, and they desired to use the communicative practices of the local people

Tamika understood that her future lay not solely in her raw talent, but in her ability to deeply understand the literacies in her field of interest; she knew that dancers have a shared language and understanding of how the body moves, and that in order to exist in that world, she must have that same understanding

n her ability to deeply understand the literacies in her field of interest; she knew that dancers have a shared language and understanding of how the body moves, and that in order to exist in that world, she must have that same understanding

within multimodal space

Black adolescent girls’ creative potential for dreaming and futuremak-ing is inextricably connected to their Black Girls’ Literacies.

compétences en littératie. Celles-ci se définissent comme une capacité à utiliser le langage dans une société de l’écrit afin d’apprendre, de communiquer et de traiter l’information de manière efficace et responsable.

The ‘Why’ of MultiliteraciesFirst, why literacy? Or even more fundamentally, why education (in which literacy is a ‘basic’)? On this front, not much has changed in ten years. The two sides of the political spectrum, characterised loosely as ‘left’ and ‘right’, remain poles apart in what they see as the appropriate role of literacy learning in society, and indeed, education in general.

And when you like a sound or an instrumental, you want to approach it the right way. So you sit on it.

It starts there first, before I even heard any type of melody or lyric. That's just DNA

Teaching Tech Together

Digital and Information Literacy Framework

Como hipótesis provisional sostengo que la dependencia de formas de racionalidad y análisis logocéntrico de larga data sigue siendo fundamental para la producción académica crítica (¡incluyendo este libro!) y que, a pesar de su notable productividad, tiene consecuencias para ir más allá de las ontologías dualistas. Para desarrollar esta hipótesis, aunque de forma rudimentaria, comienzo recordando el argumento de Varela y sus colegas sobre los límites de la racionalidad abstracta y su insistencia en unir la reflexión y la experiencia. Esto es precisamente lo que trató de hacer la fenomenología; sin embargo —argumentan Varela, Thomson y Rosch— no pudo contestar, completamente, las preguntas radicales que planteaba. ¿Por qué? Su respuesta es relativamente simple pero las consecuencias son de largo alcance. La fenomenología se estancó, precisamente, porque su análisis de la experiencia sigue estando “dentro de la corriente principal de la filosofía Occidental [...] hizo hincapié en el contexto pragmático y encarnado de la experiencia humana, pero de una manera puramente teórica” (Varela et al. 1991: 19). ¿Puede esta afirmación17ser aplicable a la teoría social en su conjunto, tal vez incluso a aquellas tendencias que problematizan sus dualismos estructurantes?

Digital Literacy

Digital Literacyin Higher Education, Part II

Digital and Information Literacies

Antigonish 2.0: A Way for Higher Ed to Help Save the Web

whether or not they fact-check the things they share or re-share on Facebook

attention paid to the ways in which our students consume and digest information

But if they are learning how to build on the Web they probably need to know something about becoming findable (or unfindable) on the Web. And by extension they need to understand how the power behind that findability is impacting the course of human history. 12 months ago if I had said that, some people would have rolled their eyes at me, but I think it’s safe to say that in the last 9 months we’ve all realized just how powerful algorithms are in shaping the outcomes of our culture.

In this particular case, Google worked as a kind of amplifier of distortion.

What is often lost by many educators and progressives is that popular culture is a powerful form of education for many young people, and yet it is rarely addressed as a serious source of knowledge

developing alternative public spheres

They must also learn how to be cultural producers

educators need to develop a comprehensive educational program that would include teaching students how to live in a world marked by multiple overlapping modes of literacy extending from print to visual culture and screen cultures

Far more than a teaching method, education is a moral and political practice actively involved not only in the production of knowledge, skills and values but also in the construction of identities, modes of identification, and forms of individual and social agency.

civic literacy

Group Behavior and the Tragedy of the Obvious Choice

problems of diffuse authority

As I find the conversation in the OpenEd community start to concentrate around platforms–specifically OER textbook platforms–I want to ask to what standards are we holding these platforms accountable?

Matt Ratto (2011) defines "critical making" as a combination of critical thinking and material production. His contribution for the current discussion is: if critical makers can "reintegrate technical and social work and thereby innovate both" (p. 258). Design appears a fertile inroad for thinking about empowerment and politics, as particular genres of technology are created through complex social, economic, and cultural processes, leading to literacies that can be drawn on and reconfigured (Balsamo, 2011 ). DiSalvo's (2009) notion of critical making involves users in the design process through practices such as tracing and projection, resulting in the creation of new publics. This was later developed into "adversarial design" (DiSalvo, 2012), which confronts the politics of technologies of objects with an intent to encourage participation. Rafi Santo's (2011, 2013) "hacker literacies" similarly positions hacking as enabling critical thinking within a framework of media literacies.

A dual-level theory of New Literacies conceptualizes literacy at low-ercase (new literacies) and uppercase (New Literacies) levels. Lowercase theories of new literacies explore several types of elements: (1) a set of new literacies required by a specific technology and its social practices such as text messaging (Lewis & Fabos, 2005); (2) a disciplinary base, such as the semiotics of multimodality in online media (Kress, 2003); or (3) a distinctive, conceptual approach such as new literacy studies (Street, 2003).

Doug Belshaw’s eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.

our student-teacher relationship was evidence of our common skill in reading

students with developing information literacy. 

As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.

As many universities are being queried by the federal government on how they spend their endowment money, and enrollment decreases among all institutions nationally, traditional campuses will need to look at these partnerships as a sign of where education is likely going in the future, and what the federal government may be willing to finance with its student loan programs going ahead.

learn how to access information

The definition of literacy has evolved in the 21st century. The basic definition of literacy means to be able to read and write. To be successful in today’s digital world, literacy goes far beyond being able to read and write. What it means to be digitally literate has reflected the change in how information is processed, delivered, and received in today’s highly connected world.

qualitatively extend the notions of 'reading, writing, sharing, publishing, etc. of ideas' literacy to include the 'computer reading, writing, sharing, publishing of ideas

He believed this would foster a new literacy, a literacy that would bring about a revolution akin to the changes brought about by the printing press in the 16th and 17th centuries.

Our research indicates that individuals exercise a great deal of critical evaluation of sources in non-academic contexts (as in the case of looking for good restaurants, or shopping for new cars, for instance). It may be of value to explore these personal evaluation practices with students, encouraging them to apply them in academic contexts.

For this example, I pursued the meme idea since that fits in nicely with the workshop on open content that we did earlier this summer, but without specifying the nitty-gritty of the community space

What are the playful qualities of learners’ open and socially networked annotation?

Like writing in the margins of a book, I too appreciate how easily Hypothesis allows me to author and share “my thoughts as I go” – and to do so for a broader audience (anyone who installs the browser extension), and through a greater range of expressive representation (including text, hyperlinks, and embedded media).

A politician whose persuasive stump speech does not rely on the resonance of value-laden memes?

The increasing use of within-text hyperlinks and QR codes deserves consideration in academic journals. “I’ve done my homework, here are the shoulders upon which I stand, but feel free to read on coherently to process the idea I am trying to convey.” The flow of this in typical journalism is both more immediate and more honest.

MLA and APA police still rule, however, even as the Internet increases available and accessible content at exponential rates, and the real need to teach source and content evaluation supersedes the need to teach note-taking and citation.

For substantially all ideas are second hand, consciously or unconsciously drawn from a million outside sources and daily use by the garnerer with a pride and satisfaction born of the superstition that he originated them; whereas there is not a rag of originality about them any where except the little discoloration they get from his mental and moral calibre and his temperament, which is revealed in characteristics of phrasing.

We watch as solid, slow moving, hermetic traditions of the academy are challenged by the fluid, fast-moving, and crowd-sourced affordances of contemporary digital media.

Enriquez, G., Johnson, E., Kontovourki S. and Mallozzi, C. (Eds.). (forthcoming). Literacies, learning and the body. London, Routledge.

as researchers and policy makers look to build more sustainable futures, they would be wise to design creative ways to support parents even as they pour more resources into supporting students. We instinctively understand that our public institutions (i.e., schools), policy initiatives, and the spread of media technologies must be a valuable resource for students. But, how can these institutions, policies and technologies become an asset for parents?

reading might be described as the continual redisposition of levels of address in this manner

massive flexibility in levels of address

We are using the term phygital as a way of emphasizing that these are a class of objects that have not simply had some digital functionality embedded within then but are connected devices whose functionality and operation is designed to exist simultaneously in both virtual and physical space.

this paper is speculating on a future in which creating game objects that link the physical and the digital presents an exciting and practical opportunity for game designers. However, such objects require interaction design approaches that not only utilise understandings from product design and graphical user interface but also how they might effectively be combined dynamically.

Example Game/Interaction Spaces for Game Objects used with Screens.

Dan Saffer suggests hidden affordances may actually be regarded as ‘discoverable’ (Saffer 2013) in recognition that designers may deliberately allow them to be revealed through accidental use or deliberate exploration. This is similar to the practice of game designers leaving hidden elements, or ‘easter eggs’, within their games that are discovered by accident, this practice hints at a possible interesting opportunity yet to be applied to game objects.

the interaction design of phygital objects for games requires games designers to not only fully understand the virtual aspects the affordances they are perhaps used to, but also to extend these to include the affordances we associate with physical objects to ensure their overall game design does not cause confusion for the player.

Interaction Design as defined by Verplank

mimetic interfaces

phygita

Internet of Things

games that use objects as physical game pieces to enhance the players’ interaction with virtual games.