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?