•Photoshopping remixes (e.g., Lostfrog.org)•Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video)•Machinima remixes (e.g., Machinima.com)•Moving image remixes (e.g., Animemusicvideos.org)•Original manga and anime fan art (e.g., DeviantArt.com)•Television, movie, book remixes (e.g., Fanfiction.net)•Serviceware mashups (e.g., Twittervision.com

a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend.

Rather than address the specificities meaning-making systems (which we tended to do earlier), we propose that the conventions of any domain be addressed with open-ended questions about meaning, such as:•Representational: What do the meanings refer to?•Social: How do the meanings connect the persons they involve?•Structural: How are the meanings organised?•Intertextual: How do the meanings fit into the larger world of meaning?•Ideological: Whose interests are the meanings skewed to serve?

The Multiliteracies view of design has three aspects: Available Designs (found representational forms); the Designing one does (the work you do when you make meaning, how you appropriate and revoice and transform Available Designs); and The Redesigned (how, through the act of Designing, the world and the person are transformed)

pedagogy of Multiliteracies, in contrast, requires that the enormous role of agency in the meaning making process be recognised, and in that recognition, it seeks to create a more productive, relevant, innovative, creative and even perhaps emancipatory, pedagogy. Literacy teaching is not about skills and competence; it is aimed a creating a kind of person, an active designer of meaning, with a sensibility open to differences, change and innovation. The logic of Multiliteracies is one which recognises that meaning making is an active, transformative process, and a pedagogy based on that recognition is more likely to open up viable lifecourses for a world of change and diversity.

n a pedagogy of Multiliteracies, all forms of representation, including language, should be regarded as dynamic processes of transformation rather than processes of reproduction.

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests.

Recognize That aNew Literacies Journey Is One ofContinuousLearning

Use Performance‑Based Assessments forEvaluating Students’ Ability withNewLiteracies

Integrate Online Communication intoLessons

Use Online Reading Experiences toDevelop Critical Thinking Skills andaGeneration of“HealthySkeptics

Teach Online Search Skills Since These Are Important toSuccess intheNew Literacies ofOnline Research andComprehension

Begin Teaching andLearning New Literacies as Early asPossible

348PERSPECTIVES ON SPECIAL ISSUESThe UnitedStatesIn the United States, the Common Core State Standards (CCSS) Initia-tive (2012) establishes more uniform standards across states to prepare students for college and careers in the 21st century. One of the key design principles in the CCSS, research and media skills, focuses on the integra-tion of online research and comprehension skills within the classroom such as locating, evaluating, synthesizing, and communicating:To be ready for college, workforce training, and life in a technologi-cal society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. (

The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.3.New literacies are deictic; they rapidly change.4.New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5.Critical literacies are central to new literacies.6.New forms of strategic knowledge are required with new litera-cies.7.New social practices are a central element of new literacies.8.Teachers become more important, though their role changes, within new literacy classrooms. (p.11

The page will appear as it was at the time the snapshot was recorded. The links on the page may or may not work depending on whether or not those URLs were also recorded by the Wayback Machine. If you find that an internal page link does not work, try entering that URL into the Wayback Machine search bar at the top of the page.The search bar within the LEARN page will not work. If this is a page that you intend to access in the future, you may want to bookmark the Wayback Machine URL so you can easily return to it later.

The calendar will automatically update to the most recent snapshot of that page.Scroll down to where you see a colored circle around the a date and click on that date for a link to the recorded snapshot from that date.You will be taken to the archive of that webpage.

Point your browser to the LEARN NC archive on the Wayback Machine: http://web.archive.org/web/*/http://www.learnnc.org/ Copy and paste the URL into the search bar on the top of the page.

Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding

Redefinition The SAMR Ladder: Questions and Transitions Modification to Redefinition What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

Modification The SAMR Ladder: Questions and Transitions Augmentation to Modification How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?

Augmentation The SAMR Ladder: Questions and Transitions Substitution to Augmentation Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design?

Substitution  The SAMR Ladder: Questions and Transitions What will I gain by replacing the older technology with the new technology?

Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.

TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies.

TCK, then, is an understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa.

FITness, therefore, requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy.

PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy.

They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding.

Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge.

Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

In this model (see Figure 1), there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogicalknowledge), and TPACK.

Learning is motivating when it grows out of personal interest.

It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

Connected learning combines personal interests, supportive relationships, and opportunities.

“21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.

“Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams.

“Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code.

“Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web.

Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

To be a computational thinker, ISTE says students must be able to create and employ strategies for solving problems that use technology.

To be an innovative designer, students must understand the basics of problem-solving