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Lecture at NTNU 27th October 2014
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Multi- or transliteracies? Media Education and Challenges of
the 21th CenturyReijo Kupiainen
Media environment in change
EU Kids Online 2010- www.eukidsonline.net
http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/PDFs/EUKOLongitudinal-report,-final.pdf
Media environment in change
http://www.uta.fi/cmt/index/mobiilimuksut.pdf
http://ww
w.uta.fi/cmt/index/m
obiilimuksut.pdf
https://www.youtube.com/watch?v=zDZFcDGpL4U
RSA Animate: Sir Ken Robinson: Changing Education Paradigms
Needed: New literacy paradigm!
MIL: Media and information literacy
UNESCO: MIL framework
http://www.unesco.org/new/en/communication-and-information/media-development/media-literacy/mil-as-composite-concept/
http://www.unesco.org/archives/multimedia/index.php?id_film=2148&id_page=33&s=films_details#.VEuf_Ofl3Ls
UNESCO: MIL framework
UNESCO: MIL framework
Transliteracies
Transliteracies• Origin: Transliteracies Research Project (Alan
Liu, 2005)
• Definition: “the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.” (Thomas et al. 2007)
Transliteracies in French context (Divina Frau-Meigs)
• Research beyond cultural studies (UK) and media literacy
• New paradigms: networks, creative industries etc.
• Cosmo-political perspective
• Neuro-sciences and social cognition
http://www.coetail.com/ascudamore/2013/10/01/remix-literacy/
– Divina Frau-Meigs, 2014. Conference of Media Education Futures, Tampere
”Transliteracies as 21st century skills = operational,
critical, editorial and organizational skills.”
Information transliteracy (Lehmans)
• Education in the mass media
• Computation (programming, displays, reading on screens)
• Learning from information-documentation
• Prefix trans-:
• transversality: set of skills common to all media contexts and techniques
• transforming: situation, content and information
• transition: from collective to individual practiceshttp://ifapcom.ru/files/News/Images/2012/mil/Liquete_text.pdf
Multiliteracies
The New London Group
The New London Group 1996, ”A pedagogy of multiliteracies designing social futures,” Harward Educational Review 66(1).
Goal: students as social agents, who design their own social futures by discourses and literacy
The New London Group 1996, ”A pedagogy of multiliteracies designing social futures,” Harward Educational Review 66(1).
Multiliteracy
Grammar
Book
Competence
Multiliteracy
Grammar
Book
Competence
Multiliteracy
Grammar
Book Image
Competence
Multiliteracy
Grammar
Book Image
Competence
Multiliteracy
Grammar Semiotic resources
Book Image
Competence
Multiliteracy
Grammar Semiotic resources
Book Image
Competence
Multiliteracy
Grammar Semiotic resources
Book Image
Competence Design
Reader’s existing !interest shapes attention, which produces engagement leading to selection of elements from the message, leading to a framing of these elements, which leads to their transformation and transduction, which produces a new (‘inner’) sign
(Kress 2010, Multimodality. A Social Semiotic Approach to Contemporary Communication. Routledge)
Semiotic resources
Semiotic resources
Semiotic resources
Semiotic resources
Semiotic resources
Pedagogy of multiliteracies
Design of meaning
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Design and remixing
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Design and remixing
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Design and remixing
Participating and using own voice
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Design and remixing
Participating and using own voice
Situated practice
Overt instruction
Critical framing
Transformed practice
Design of meaning
Texts and resources
Reading and understanding
Design and remixing
Participating and using own voice
Empowerment and social agency
Situated practice
Overt instruction
Critical framing
Transformed practice
MILTransliteraciesMultiliteracies
What do we need in the future?
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