Its insistent question is ‘how does it work?’

In this paper the author provides an overview of a rhizomatic methodology using illustrations from her doctoral thesis, where she used Deleuze and Guattari’s (1987)

The new skills include: Play The capacity to experiment with the surroundings as a form of problem solving. Performance The ability to adopt alternative identities for the purpose of improvisation and discovery. Simulation The ability to interpret and construct dynamic models of real-world processes. Appropriation The ability to meaningfully sample and remix media content. Multitasking The ability to scan the environment and shift focus onto salient details. Distributed cognition The ability to interact meaningfully with tools that expand mental capacities. Collective intelligence The ability to pool knowledge and com - pare notes with others toward a common goal. Judgment The ability to evaluate the reliability and credibility of different information sources. Transmedia navigation The ability to follow the flow of stories and information across multiple modalities. Networking The ability to search for, synthesize, and dissemi - nate information. Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

Rhizoanalysis, or rhizomatic cartography, has few precedents in literacy studies (see, however, Alvermann, 2000; Hagood, 2004; Kamberelis, 2004).

have settled on a multicolumn format that includes image–sketches based upon digital video frames (see Appendix).

This article has emerged from an extended amount of individual and group reviews of different data sets with a focus upon understanding embodied literacy activity in students’ classroom performances

like this sketch

know more at precisely the same moment that you understand less.

while not yet being able to meaningfully connect it to things you already know.

The inability to connect a new piece of information with the world as we already know it--this is a classic problem of the unlearning that is required for deeper learning

knowledge while losing understanding

“sub- jects” and their “positions” and not offering a rich enough account of the spaces performed by individ- uals, their bodies, their material practices, and the discourses on which they draw (Gregson & Rose, 2000; Thrift & Dewsbury, 2000).

Butler (1990, 1993) disrupted dominant no- tions of gender and sexuality by arguing for a nonessentialist perspective on the construction of identity. Identity is something that is acted, repeat- edly, with the body and other forms of discourse, rather than something that “is.”

that are more or less destabilizing or stabilizing. Deleuze and Guattari described the four aspects of the more abstract assemblage, including content, ex- pression, (re)territorialization , and deterritorializa- tion, as an abstract “machine” with two axes, which we have represented in our rhizomatic interpretation (Figure 2).

stability) is secondary to that of deterritorialization. In their view the overriding ten- dency of the world is toward deterritorialization (Patton, 2000).

The notion of deterritorialization

related to the thought of the machine or as- semblage; a machine has no “home or ground,” no organizing center or subjectivity other than what it does.

he expressions or expresseds are inserted into or intervene in contents, not to represent them but to anticipate them or move them back, slow them down or speed them up, sepa- rate or combine them, delimit them in a different way

described the re- lation of language and bodies (e.g., human bodies, bodies of knowledge) as one of force and interven- tion: “it is a speech act” (p. 86). Language acts to move, combine, and accelerate bodies, just as the ele- ments of language itself are in motion:

anguage has been understood as somehow “serving” content by representing it, point- ing toward it, or corresponding with it.

Second, language has been (ill) conceived as entirely separate from content, from the “machinic assem- blage of bodies, of actions and passions, an intermin- gling of bodies reacting to one another” (Deleuze &

For example, in literacy studies, we might ask how “reading,” as an assemblage, may have been organized in an entirely different way, with different configurations of social bodies, human bodies, and textual materials

ndless circuits; these connections among bodies draw off pleasure. Social machines or assemblages organize “partial” investments (e.g., the infant’s pleasure at the mother’s breast) into larger assem- blages—organized institutions such as “motherhood” or “the family” (Colebrook, 2002, p. 82).

Deleuze and Guattari (1987) are empirically committed to considering how the bits of social life are connected and thus form assemblages.

Lines of flight (also called “lines of deterritorialization”) are leaks, escapes, or departures from the territories drawn by dominant systems of signification.

Every rhizome contains (oversignifying) lines of segmentari- ty, according to which it is stratified, territorialized, organized, and signified. Lines of segmentarity (also called “customary” or “molar” lines, Deleuze & Guattari, p. 203), produce stasis, rules of organiza- tion, and center–periphery relations (Kamberelis, 2004).

onnection and heterogeneity (Deleuze & Guattari, 1987), which, in the case of literacy performances, offer us a means of thinking about the nature of movement and alignment within the flow of bodies, texts, ta

n ap- proach to the active potentials of performances to create something new and unpredictable.

different expres- sions of relations shaped by lines of desire, multiplic- ity, and creation

the unexpected—the surpris- es produced in multimodal and multispatial relation- ships.

spective on the immanence of social life, the world of objects, persons, and language are on the same plane—all are signs that interact and form new rela- tions.

uperimposition of points of perspectives, a tangle of points of view, a coexistence of moments which essentially distort representation.

world of differ- ence....

he associates nonrepresentation, including rhizomatic relations, with difference and becoming

performance has no organizing center, frame, single meaning, or static pivot, but rather evolves and splin- ters in multiple directions

Rhizoanalysis transforms our focus on the interaction as a stable “text” to be “read” and in- terprets it as a constantly moving configuration that is ripe with potential for divergent movements.

What effects (and affective intensities ) are being produced through the relations of these images

hizoanalysis sees everyday life as “chiefly concerned with the on-going creation of effects”

This mode of thought may be described as moving from identifying what is present or contained within an interaction to analyzing the interaction as a process of producing difference .

We read Deleuze and Guattari (1987) as a cri- tique of representational logic and related approaches that dominate literacy studies.

We draw on the work of Deleuze and Guattari (1987) as a means of mapping or “animating” (Slack, 2003; Stivale, 1998) our data.

Deleuze names four cri- teria of representation: identity, resemblance, analo- gy, and opposition

From within this position, we recognize the contradictions inherent to our present project because we use verbal and visual representations, and reductive ones at that, to argue for the inadequacy of representa- tion itself.

esearch representa- tions only partially and inadequately capture the vi- brant life and dynamism of performances.

rich means of understanding social inter- action as emergent, dynamic, and dialogic (Bakhtin, 1981; Goffman, 1981; Hanks, 1992; Scollon & Scollon),

A second key interpretive problem we have been concerned with involves different prac- tices of identity.

stance, in the segment above, Terrayel and his part- ners have used linguistic text but also cartoon-like images to represent their interpretations of The Jungle (e.g., feet and a finger in a jar). Terrayel and the oth- ers point to these

A conventional reading of the perfor- mance might analyze how meanings are contained, in- dexed, and related by different bits of the interaction

Gosh. Spending more of my time stopping and actively experiencing sunrises and sunsets might just be considered a subversive act. A complicated shorthand for how to live.

Concepts A Critical Approach

How can mentorship, and eventually leadership, be a more explicit part of a web journey?

As web literacy skills and competencies increase throughout a learner’s journey,

How can this nuance be illustrated and made more intuitive?

with steps of engagement outlined in the Web Journey.

ertain skills may be more necessary for some stages

For example: Is there a list of skills that people need to acquire to move from “Basic use” to “Leverage”?

framework outlines five stages

Leverage

From the tinkerer to the web developer, creators understand how to build the Web and are able to make it their own

to find jobs, to learn, or to grow their business

stuck in the “social media bubble,

Therefore, the updated Web Literacy Map includes competencies like privacy, remixing, and collaboration.

What skill levels and attitudes encourage people to learn more about web literacy?

rejection

A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.

The web can improve my life

leadership in our context requires fluency in specific competencies – the highlighted ones on the web literacy map above.

“fluency”

’d love to hear thoughts on this approach to placing a lens on the Web Literacy Map. Please ask questions, push back, give feedback to this thinking-in-progress.

Last week in a team call, we talked about my first attempt to use blunt force in getting the Web Literacy Map

Webmaker Training (and before that the original Teach the Web MOOC).

There is a lot of content for professional development around teaching Web Literacy.

I have some theories on specific competencies a leader needs to be considered “fluent” in open source and participatory learning.

What do we need to cognitively understand? What behaviors do we need to model? How do we unite with one another locally and globally?

What makes them sustainable?

What do the leaders and passionate people in our community have in common?

What does it mean to be “trained” by Mozilla? Or be part of Mozilla’s educational network?

However, accountability is and has been inescapable.

CAEP is a gift to teacher education.

These regulations are an effort to accomplish what teacher education has failed to do. The real need is for teacher education to clean its own house and set accountability standards for the profession.

As would be expected, the regulations were greeted with rejection by many teacher education programs and with organized opposition by the trade associations

Late last year, the U.S. Department of Education issued draft regulations for the oversight of teacher education. They took this action only after convening a broad panel of educators, which met over an extended period and proved unable to reach agreement on accountability measures

s u b s t a n c e   o f   a r g u m e n t s   i s   a l s o   a n   i m p o r t a n t   c o n s i d e r a t i o n   f o r   j u d g i n g   t h e   q u a l i t y   o f   i n d i v i d u a l   s t u d i e s .

f r a m e w o r k   f o r   e v a l u a t i n g   t h e   s t r e n g t h   o f   t h e   a r g u m e n t   a d v a n c e d   i n   a   p a r t i c u l a r   s t u d

a r g u m e n t a t i v e   g r a m m a r . ​   H e   d e f i n e s   a n   a r g u m e n t a t i v e   g r a m m a r   i s   “ t h e   l o g i c   t h a t   g u i d e s   t h e   u s e   o f   a   m e t h o d   a n d   t h a t   s u p p o r t s   r e a s o n i n g   a b o u t   i t s   d a t a ”

A r g u m e n t s   a r e   m a d e   t o   p e r s u a d e   p a r t i c u l a r   a u d i e n c e s .

D i f f e r e n t   m o d e s   o f   i n q u i r y   a r e   w e l l   s u i t e d   f o r   s o m e   k i n d s   o f   c l a i m s

n f o r m e d   b y   p r e s u m e d   s h a r e d   v a l u e s   o f   t h e   a u d i e n c e ,

H o u s e ’ s   ( 1 9 7 7 ,   1 9 7 9 )   n o t i o n   o f   e v a l u a t i v e   a r g u m e n t s   i n   e d u c a t i o n a l   r e s e a r c h

T o u l m i n ’ s   ( 1 9 5 8 )   m o d e l   o f   p r a c t i c a l   a r g u m e n t s ,

e d u c a t i o n a l   p s y c h o l o g y   o r   l e a r n i n g   s c i e n c e s

m u l t i p l e   ​ m o d e s   o f   i n q u i r y   t o   a n s w e r   d i f f e r e n t   k i n d s   o f   r e s e a r c h   q u e s t i o n s .

$40,000

If this were a screencast,

opening up the extensions settings

surprised to learn that Hypothes.is can annotate PDF

My argument: the web is at an open vs. closed crossroads, and helping people build know-how and agency is key if we want to take the open path.

aking and learning tools in Firefox (MakerFox)

There is also a piece that includes ‘leadership’ — a commitment and skill level that has you teaching, helping, guiding or inspiring others.

Literacy: use the web and create basic things Skill: know how that gets you a better job / makes your life better

This is important both for motivation and for actually having the impact on ‘what people know’ that we’re aiming for.

aspire to and feedback loops t

‘open source learning’ (my term) or ‘creative learning’ (Mitch Resnick’s term, which is probably better :)).

Mozilla’s web literacy map

Mozilla Academy? Mozilla University? Something else?

using our product and marketing

presupposes we want to engage primarily

common approach and brand for all our learning efforts: something like Mozilla University or Mozilla Academy.

I think they usually bring up blogs and give them “makeover” suggestions? While today it seemed more of a convo about the ideas of connecting thru blogging?

In response to a trend in public schools toward zero-tolerance discipline policies, restorative justice practitioners employ “circle processes” to support youth in schools and surrounding communities who have experienced harm, as well as those who caused the harm, in a restorative dialogue.

heater arts as a way to reintroduce themselves to family, peers, and society, I also learned how theater arts builds community and supports marginalized youth as they build and sustain literate identities.

in Writing Instruction in the Culturally Relevant Classroom is the lack of a more nuanced discussion of what Paris ( 2012 ) refers to as a “culturally sustaining” pedagogy or a pedagogical stance that seeks to value a multiethnic and multilingual experience

These student poets used the Power Writing circle to build com- munity while reading original compositions aloud in an open mic format, much like the venues I observed in Northern California, and engaging in giving and receiving feedback. In the con- text of these literacy communities, Poppa Joe and his guest teachers taught by modeling.

Gutierrez’s ( 2008 ) concept of “sociocritical literacy”—that is a “historicizing literacy” that privileges the lived experiences and legacies of participants—provided the much needed space to analyze the activities of both classes against the backdrop of a history of Black poets and writers.

The Black Arts Movement unapologetically sought to incorporate a Black aesthetic into visual and performing arts along side the Black Power Movement, which advocated self-determination and self-definition among Black Americans

ADPLCs, as literacy or literary-centered events outside of school and work communities that combined oral, aural, and written traditions through an exchange of words, sounds, and movements that privileged a Black aesthetic

I introduced the educational research community to the phenomenon of exchanging writing and voices at open mic events using ethnographic research methods and in-depth interviews with an inter- generational community of poets, writers, and event organizers in the aforementioned venues.

Like other open mics, POSA, is an invitation to both novice and seasoned poets to share their writing in a space that promotes reading, writing, thinking, and activism, as well as collabo- ration among elders and children. V.S. Chochezi and Staajabu, the mother daughter poetry duo also known as Straight Out Scribes (SOS), begin with saying “hello,” in several languages punctuated with a decidedly urbanized “What’s up!”

they along with conscientious teachers have forged a collective “third space” to present their literate selves and cultivate their literate identities.

performing literacy” in particular (Fishman, Lunsford, McGregor, & Otuteye, 2005 )

beyond school settings?

Here, I offer a retrospectiv

Respecting community norms when expressing opinions in web discussions

Managing and shaping online identities

Yet, these are not certain, and the future of the ecosystem as I hope to shape it depends upon a growing core of influencers who are genuinely committed to and uncompromising about the value of the commons.

democratizing technology and authoritarian technology.

There are inherent affordances and limitations to the technology that make some things possible and other things more likely. At the same time, there are complex individual and societal forces that impact how it develops, especially the power structures that develop alongside a given technology.

but they are instead examining how it developed in a give context.

We saw this happen with Microsoft. It started out with a big vision: How do we get a PC on every desk and in every home? It was profoundly democratizing.

In many cases, the ultimate measure of success is when this work is done by the team rather than by me for the team.

The numbers should be for navigation, rather than fuel

A/B style testing practice has a significant

metrics (i.e. measures of success) before, during and after after each project.

Every contributor (paid or volunteer) knows at any given time what number they (or we) are trying to move, where that number is right now, and how they hope to influence it.

Open Web Literacies Map

We believe that it should be a system of activities and practices over time; these include the actions of individual learn - ers as well as the roles of other participants, such as mediating tools, semiotic media, and local conditions directly relevant to and supportive of (or obstructing) the learning activities

Conventionally, an (occasionally naïve) attribu - tion of a valued condition to some specific cause (e.g., to an intervention). Rarely, however, are valued learning goals the outcome of discrete, identifiable causes.

Assessment, evaluation and research all build on documen - tation but may require different modes and foci of documen - tation. In more traditional terms,

Know-that matters only insofar as it is mobilized as part of know-how; know-how (cultural capital) matters for career futures and social policy only when effectively combined with know-who (social capital).

Learning that matters is learning that lasts and that is mobilized across tasks and domains

Second is the improved ability to act collaboratively, coor - dinating and completing tasks with others, assisting them, and productively using affective sensibilities in doing so

First is the personal increase of comfort with, and capacity to partici - pate in, activities that involve inquiry, investigation, and repre - sentation of phenomena in a widening range of domains.

emphasize the importance of taking into account in assessment design the incorporation of relevant knowledge about the history of the project, the community, and the partici - pating organizations and knowledge of the current wider insti - tutional contexts

Equally important is our social-emo - tional development in learning how to use our feelings—our emotional relations to others and our emotional reactions to events—for constructive purpose

“Know-who” is as important as know-how in getting things done.

As an aspect of human development—at the individual, group, or organizational level—the learning that mat - ters is learning that is used.

ndividual learners and neglect group-level learning and project-level or organization-level learning

that simple declarative knowledge is only one valued outcome of learning and is too often overemphasized in assessment designs to the exclusion or marginalization of other equally or more important outcomes.

Informal learning experiences, in contrast, build on the diverse interests and curiosity of learners and support their self- motivated inquiries.

ond, to offer program staffs, project funders, and other supporters recommendations of good practices in project assessment and identifiable needs for devel - oping improved assessment techniques.

first, to offer to those who design and assess informal learning programs a model of good assessment practice, a tool kit of methods and approaches, and pointers to the relevant literature

to reviewing the literature, the authors convened three expert meetings involving a total of 25 participants to dis - cuss key issues, identify successful approaches and outstanding challenges,

many sig - nificant learning outcomes may be unpredictable in advance of the learner’s participation

learning goals pursued by participants are generally open-ended, dependent in part on available resources and on repurposed ways to use those resources

“Informal learning” is both a broad category and shorthand for a more complex combination of organized activities in face- to-face or online settings other than formal schools in which particular features are especially salient.

what works in informal learn - ing and what doesn’t

knowledge base of science 2 Introduction learning in informal environments (Bell et al. 2009

& development, healthcare quality, and research projects in New York City.

know that quality teaching is the most important factor influencing student achievement

guided instruction may work better for some than minimal guidance.

How long would my intrinsic motivation sustain me if the process of constantly negotiating in the zone of change/discomfort/liminality

Angela Duckworth's research on grit. Do I have the characteristics of grit to overcome the negotiation of ambiguities?

Twitter probably facilitates this, if one can juggle the multiple threads to the same topic. Twitter forgets though that cognitive overload is a challenge for some people.

Coming in with those positive experiences, I'm thus of the opinion that reading in advance helped me to learn and participate better

researchers f

© Autonomous Nonprofit Organization “TV-Novosti”, 2005–2015. All rights reserved.

World faces 'insurmountable' water crisis by 2040 – report

Let it be known there is a fountain that was not made by the hands of men

Plus, getting to know some of the people you meet "through the screen" face-to-face makes the "community" piece of PLC a little more real.

mmy Sapia in his session on Digital Literacy stated that "kids should be content creators." Allowing choice among technologies as to what content they create helps to build a classroom of unique creators where creativity and curiosity run rampant. Technology or no technology, we all have the opportunity to allow for a variety ways for student voice to shine through and for students to choose how to demonstrate what they have learned.

content. I couldn't agree more. Showing students that you care about the "person" instead of the "content" or the "data" or

We will finally begin to talk about aesthetics and interactions as they relate to our brand and user interface/s.

sweltering room to finish our paper prototypes, write testing scripts, and continue to quickly refine and interate to prepare for the tests.

We brainstormed ideas around “webby”-ness. We wrote our brief – what was the problem we were trying to solve?

You can connect tiles, combine them to form larger tiles, link tiles or content within the tiles, even use specific tiles to house code that affects all the other tiles

designers gathered in Toronto to both broaden and deepen the realm of possibilities for a new Webmaker tool.

designed” to enhance a fit or mesh among ourselves, our goals, and the world

What I am suggesting is that when we humans act in the world (in word or deed) we are “virtual characters” (i.e., taking on specific

So, here is what I mean by “taking a projective stance” to and in the real world: First, we look at the real world, at a given time and place, and see it (i.e., other people and objects in the world) in terms of features or properties that would allow and enhance cer- tain patterns of actions in word or deed. Second, we see that these actions would, in turn, realize the desires, intentions, and goals of a human actor who took on a certain sort of identity or played a certain sort of role (and not others).

In the end, I am ME. Despite all of the titles and roles I may undertake, in the end they are all the things that make ME the ME that I am. And I like ME a lot

In a sense, #walkmyworld became a portal to an affinity space (Gee) wherein participant made new connections based on a common interest.

“You can’t be friends with your students on Facebook.”

I share with them the quest of representing a digital identity to the world.

arefully constructed identity of “teacher” has been artificially created to serve the

Connecting my life with my students’ lives has a potential to disrupt so called “norms” of teaching. I can’t recall a single textbook with the words, “Be their teacher, not their friend,

audience I was writing for

things online

how did I build

I thoroughly believe that there is nothing special that separates me from you. I blog,

o the extent that novices can be engaged in pushing the discourse toward definition and clarification, their role is as important as that of those more knowledgeable.

knowledge-building discourse more knowledgeable others do not stand outside the learning process (as teachers often do), but rather participate actively.

Negotiating the terrain around ideas is marked by complex interactions with others, using purposeful and constructive ways (a) to engage busy people, (b) to distribute work among members, (c) to sustain increasingly advanced inquiry, (d) to monitor advances of distant groups working in related areas, and (e) to ensure the local group is indeed working at the forefront of their collective understanding. There is also a great deal of opportunistic work, often in small groups (as opposed to legislated schoolwork of the conventional kind in which students are working individually but all doing the same thing or are subdivided in some arbitrary fashion).

focus is on problems rather than on categories of knowledge or on topics.

knowledge-building discourse into three categories: (a) focus on problems and depth of understanding; (b) decentralized, open knowledge environments for collective understanding; and (c) productive interaction within broadly conceived knowledge-building communities.

plenty of discourse in schools, but it bears little resemblance to the kind that goes on in knowledge-building communities.

knowledge-building communities, we mean schools in which people are engaged in producing knowledge objects that, though much more modest than Newton's theory, also lend themselves to being discussed, tested, and so forth without particular reference to the mental states of those involved and in which the students see their main job as producing and improving such objects

scientific practice is more like politics - an effort to marshal support for one's position.

We strongly prefer our own term, knowledge-building community. It suggests continuity with the other knowledge-building communities that exist beyond the schools, and the term building implies that the classroom community works to produce knowledge - a collective product and not merely a summary report of what is in individual minds or a collection of outputs from group work.