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Media Literacies, Participatory Culture and Learning Styles in

Korean EFL Contexts

Maria LisakGwangju University

Overview

Henry Jenkins

Marc Prensky (Kolb's

learning styles)

Media Literacy

Participatory Culture

(Learning Styles)

Media Literacy by Jenkins

1. play2. performance3. simulation4. appropriation5. multitasking6. distributed cognition7. collective intelligence8. judgment9. transmedia navigation10.networking11.negotiation

Change Discourse by Prensky

Digital native Digital immigrant

Jenkins & PrenskyAdditional Literacies Jenkins Prensky Additional issues

  Play Play v Work Project Mgt

  Performance Active v Passive Transparency

  Simulation Fantasy v Reality Cross Fertilization

  Appropriation (Friend v Foe)  Privacy Problem

  Multitasking Twitch v Conventional  

  Distributed Cognition Random v Linear  

  Collective Intelligence & Networking

Connected v Stand alone  

  Judgment   Ethics & Credibility Prioritization

  Transmedia Navigation Graphics v Text  

Patience of Learning Style & cognitive pace  Negotiation Parallel v Linear  

ST/LT time preferences or Feedback Style   Payoff v Patience Intellectual 

Property Problem

Media in EFL Class

Discovery of on-campus Storybook Center

Audio book

activity

Read Aloud &

record

Book review

Written

Paragrap

h

Oral book

report

Video

interpretation

Webquest

book discov

erygive feedback

to other learners

Book survey Selec

t a book for the

“Book to movi

e” team proje

ct

Scene enactment.

Video

role play.

Compose

theme music

for video

Video movie trailer

for “book

to movie” project

See Handout for other Course Projects

Overview Review

Henry Jenkins Marc Prensky (Kolb's learning

styles)

Media Literacy Participatory Culture (Learning Styles)

Problems in Participatory Culture - Jenkins

The Participation Gap

The unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow.

The Transparency Problem

The challenges young people face in learning to see clearly the ways that media shape perceptions of the world.

The Ethics Challenge

The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.”

My Context

Transparency Ethics

Participation Gap Social capital gap Income gap English divide Digital divide

Solutions Participatory gap

Affliliations

Expressions

Collaborative problem

solving

circulations

Participatory Gap Social capital gap

o Students may not have opportunities to participate in political discourses and opportunities involving networking and power relationships.

•Raise awareness about alternative people in Korean society.•Introduce research ideas to find a way to access goals.

Income gapo Limited access to money for competitive

educational purposes.

•Introduce research ideas to find a way to access financial assistance.•Ask for funding from GS Caltex, LG Chem and Hanwha Chemical.

English divideo Limited or no access to cram schools.o Public schools in Gwangju and Jeollanamdo

Provinces are chronically underfunded and suffer from lack of resources for learning purposes.

Relax the test taking atmosphere and introduce English as another skill like cooking, using a computer or driving a car.

Digital divideo Limited or no access to technology devices,

especially for learning purposes.

Provide opportunities and materials to use technology.

Participation gapo Little chance to engage in an economically,

intellectually, or creatively rich environments of opportunity

Provide opportunities to explore online participatory culture in English and Korean.

Solutions

Transparency problem

Dealing with “face”

Safety within the learning context

Training for independent learning

Solutions

Ethics challenge Portfolio generation Reflection

Documentation of change of skills

Documentation of solutions to learning difficulties

Overview Review 2

Henry Jenkins Marc Prensky Kolb's learning

styles

Media Literacy Participatory Culture Learning Styles

Kolb

Learner groups

Learning modes

Preferred learning methods

 1 Accomodator

 CE and AE

 Role play, narration, and online peer interaction.

 2Converger

 AC and AE

 Simulations, selecting information sources, guest speakers, and application to the "real world."

 3Assimilator

 AC and RO

 Systematic approach, detailed directions, and computer-assisted instruction.

 4 Diverger

 CE and RO

 Independent study, web searches, receiving many examples, and self-diagnostic activities

From IU IST W505 E-Lecture: Target Learners and Design Issues by Dr. Nora Chong

Successful Students

Concrete Experience

Abstract Conceptualization

Reflective Observation

Active Experimentation

Accommodator

Converger

Assimilator

Diverger

Culturally Sensitive Approach

Abstract conceptualism

Reflective Observation

Concrete experience

Active experimentation

Assimilator

Converger

Accommodator

Diverger

Finished? Thanks!

Henry Jenkins Marc Prensky Kolb's learning

styles

Media Literacy Participatory Culture Learning Styles

Survival of a Digital Immigrant Michael Wesch

› Crisis of Significance

› The first 10 minutes will change your view of “school”

› http://www.youtube.com/watch?gl=KR&hl=ko&v=J4yApagnr0s

new ways to organize info besides the superhighway/desktop/file metaphor

Power of hyperlinking, hierarchies arent needed (Google)

Blogs - creator of info Not mass media - most videos

uploaded to youtube are expected to be viewed by less than 100 people

"No body is as smart as everybody" - wiki mind set

Tagging - key words, file title, folksonomy - aggregated with others's tags

References

http://newmedialiteracies.org/ http

://pre2005.flexiblelearning.net.au/projects/resources/Digital_Natives_Digital_Immigrants.pdf

http://www.skagitwatershed.org/~donclark/hrd/styles/kolb.html http://en.wikipedia.org/wiki/Learning_styles http://www.youtube.com/watch?gl=KR&hl=ko&v=J4yApagnr0s http://

www.youtube.com/watch?v=NLlGopyXT_g&feature=channel http://

www.koreatimes.co.kr/www/news/biz/2009/06/123_47549.html Lisak, M. (2009) Mobile Learning Literacy: A Discovery Paper.

IU Course W505 Mobile Learning. Lisak, M. (2008) Final Project: A Critical Literacy Course Plan.

IU Course L501 Critical Literacy K-12