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Understanding and Creating Digital Texts through Social Practices: describes research on social practices of contextualizing, interacting, making connections, collaborating, criticizing, and constructing identities through uses of digital texts, for example, use of Diigo annotations for interacting in response to texts or online discussions on Ning for collaborative argumentation.
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Understanding and Creating Digital Texts Through Social Practices
Richard Beach, LRA Presidential Address
New management firm
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History and Association Management ExperienceHistory and Association Management Experience
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History and Association Management ExperienceHistory and Association Management Experience
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LRA Distinguished Scholar presentation
Keith Rayner, University of California, San Diego
Eye Movements in Reading: Implications for Teaching Reading
Thursday 2:00
Bishops Art Rm 7
Summary
❖ Texts as actions/spaces
❖ Digital texts: affordances
❖ Social practices mediated by uses of digital texts
❖ Research questions
❖ Research methods for studying social practices
Handout: Links and references
❖ http://tinyurl.com/pgnbp2u
QR: Handout
Texts as Actions/Spaces
Performance emphasizes that literacy practices are not about giving meaning to a preconstructed and preexisting text. Such practices are the text. The Internet has introduced new forms of textuality and brought out our capacity to read and write in performative ways. (Canagarajah, 2013)
Continuum: Text meaning
• Static Dynamic
• Fixed Open
• Monologic Dialogic
Monologic texts: 19th Century India
Affordances: Digital texts
❖ Multimodality❖ Revision/copy-paste/
remix❖ Interactivity
Multimodality: print or digital
Revision/copy-paste/remix
Interactivity/“spreadability”
Texts: Jenkins: Spreadability
❖ Attention economy
❖ “Stickiness”: attention in centralized places (broadcast media)
❖ “Spreadability”: dispersing content through formal/informal networks
❖ “If it doesn’t spread, it’s dead.”
Affordances in activity mediated by digital texts
❖ Affordances not “in” digital texts
❖ Affordances created by teachers
❖ Activity leads to texts
Affordances: Social practices
❖ Contextualizing and recontextualizing
❖ Interacting with others
❖ Making intertextual/intercontextual links
❖ Collaborating with others
❖ Adopting a critical engagement stance
❖ Constructing identities
Contextualizing/recontextualizing
❖ Prior knowledge and experience
❖ Beliefs and attitudes
❖ Purposes and goals
❖ Reframing (Goffman,1974, Andrews, 2011)
❖ Re-mediating (Gutiérrez, 2012)
Contextualizingwords
Steps in recontextualizing (Blommaert, 2005)
❖
Decontextualizing: removed from context
❖ Recontextualizing: place in new context
❖ Entextualizing: analyze as new text
Recontextualizing: evolving, recursive process over time
Text
Van Leeuwen (2008): Recontextualizing accounts of the first day of school
Interview with child:
first day of school
Write up analysis
of interview data
Report or news article on first day of school
Rap Genius: Annotations
Kurt Coban’s suicide letter
Interactive Fiction
❖ Little Red Riding Hood app from Nosy Crow Press
70% of top-selling apps: Preschool/elementary level
“Text-dependent questions”
“The Standards strongly suggest that a majority of questions posed to children be based on the text under consideration…, not rely on students’ different knowledge backgrounds.” Authors of the Common Core Standards in ELA/Literacy
“Text-dependent questions”: Meaning lies in the four corners of the text (Coleman: directive to publishers)
Text Meaning
Common Core: “Text Complexity”
No one seems to have addressed the question of what students do to demonstrate their understanding of a text…a prima facie analysis suggests that task has to matter: Asking middle school students to identify the topic of a chapter out of a high school life science text is likely easier than asking them to critique E.B. White’s use of symbolism in Charlotte’s Web (Pearson & Hiebert, 2013).
Recontextualizing/re-mediation of curriculum:
Leander (2009)❖ “resistance” to using digital
literacies
❖ “replacement” of old literacies with new
❖ “return” to older print literacies
❖ “re-mediation”use digital literacies to transform uses of print literacies
Recontextualizing reading (Leu et al., 2009)
❖ Reading as writers to produce multimodal texts
❖ Reading within social contexts to achieve uptake
❖ Reading to produce texts as actions and spaces
Social practice: Interactivity
Pew: Increase in Texting
Pew: Device use in class
Interactivity: Subtext: book discussions
Interactivity: Google+ Hangout
LRA Research Repository: LRA website
LRA Research to Practice Show: disciplinary literacies (November),
graphic novels (December)
Survey: Print vs. e-book Yearbook (n = 388/ 28%)
Survey: Costs considerations
Cross-cultural interactivity: Space2cre8
Pew: Teachers: Students having an audience
Civic Engagement: Audience
Out the Window Project in Los Angeles Youth create videos for 7 millions bus
riders Pose questions related to civic issues
Interactivity: Social networking
❖ Social presence: Sense of comfort/engagement
❖ Sense of potential audience uptake
❖ Sense of agency/change: something at stake
Online Role-play research (Beach & Doerr-Stevens,
2011)
❖ formulated arguments: should access to certain websites be blocked?
❖ adopted roles and created fictional bios
❖ challenged each other’s arguments
Social-networking: Ning
Mapping: Roles and relationships
Creating Persona: Emo Girl
• I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person
“Strict Father” persona: Charles Hammerstein
• The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. R-rated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
Value of collective activity
I'm realizing that a few students working together to create change on a subject they feel passionate about can actually make a difference, whether it be in the school or community.
Question: How do students establish a
sense of social presence and agency
through online interactions?
Connectivity: Intertextuality
❖ Navigation of hyperlinks ❖ Connecting the dots ❖ Transfer of meaning across
contexts (Intercontextuality, Bloome, et al., 2005)
Wiki annotations to a Munro story (Dobson, 2009)
Connectivity: Distant Reading
❖ Value of distant reading, Franco Moretti: Stanford Literacy Lab
❖ Digital/database analytics❖ Patterns: Numerical
representations
Readers’ connections
Reviewers’ connections on Amazon: Infinite Jest
Voyant: www.voyeurtools.org Analysis of Moby Dick
Use of data to inform interpretation
whale
Ahab
Mapping student’s intertextual connections
❖ Current texts previous texts
❖ Links based on genre conventions, topics, themes, author, etc.
❖ Database for assisting students in making selections
Question: How does use of digital texts mediate
students’ ability to make connections?
Collaboration
❖ Modeling of alternative response strategies
❖ Building on individual responses to create composite responses
❖ Applying alternative perspectives to generate broader interpretations
Acquiring strategies from each other: Think Pair Share (Corio, Castek, & Guzniczak, 2011)
Findings: Shifts in Abby and Starfish’s Individual and Collaborative Stances
Aesthetic Summarizer
Thoughtful Gather
Purposeful Summarizer
Reflective Analyzer
Methods: Participants
Three classes of 7th graders (n=68).
School Demographics 67% Latino, 17% African American, 8% Asian, 3% white
73% free and reduced lunch 62% English Language Learners
Methods: Data Collection Unit on wind energy produced by wind turbines
Hands-on activities making wind turbines and measure output of energy
pro article arguing that wind power has a number of positive benefits
2 articles arguing that wind power is not cost effective and has negative effects
Affordances of Diigo: Collaborative Annotation
Results: Diigo Annotations
❖ 34% questioning,
❖ 22% integrating/connecting,
❖ 13% evaluating,
❖ 10% determining important ideas,
❖ 9% inferring,
❖ 8% reacting to other’s comments,
❖ 4% monitoring
Alternative perspectives derived from annotations
I am perplexed in choosing if wind energy is a good source or bad source. While wind energy is a good source because it’s renewable and needs nothing more but construction, it can also cause irritation and attention of some people. Wind turbines are loud, noisy, and risky. Even though, it doesn’t cause any greenhouse gases in the air, wind turbines are harmful to wildlife and space. More birds die by getting hit by wind turbines which is very dangerous to our wildlife.
Equivocation: Alternative perspectives
I am perplexed in choosing if wind energy is a good source or bad source. While wind energy is a good source because it’s renewable and needs nothing more but construction, it can also cause irritation and attention of some people. Wind turbines are loud, noisy, and risky. Even though, it doesn’t cause any greenhouse gases in the air, wind turbines are harmful to wildlife and space. More birds die by getting hit by wind turbines which is very dangerous to our wildlife.
Benefits of annotations
Focused, targeted reading
Inquiry-based responses
Collaborative argumentation
Acquiring alternative perspectives
Teacher: Value of collaboration
This is natural way to build community through content so you don’t have to plan something extra, you’re creating dialogue…it provides an opportunity for more kids to be participating especially if you have a large class, it’s impossible for every kid to be heard, but in a setting like this every kid has a platform to be heard in terms of equity.
2013: 6th grade: Mindmeister, Diigo, and VoiceThread
❖ Difference between weather versus climate
❖ Multimodal affordances
❖ Collaboration
Affordances: Organization/Multimodalit
yIt organizes your thinking. When you put in bubbles you could tell the difference and you can put it on each side that you think it is. It’s better than writing because you can think of more ideas when you’re using that and you can put images when you’re explaining.
Affordances: Collaboration
You can communicate with other people like if you have a question or a comment on other people’s sticky note or if they have a question you can clarify.Sometimes the people who you know they don’t know the answer but if you post it online a lot of people will be online then they will probably answer for you.
Teacher: Multimodality
The multimodal aspect of this helps kids gel their understanding and further their understanding of whatever their particular part of the carbon cycle was in a way that was not as rich had we been doing a whole class discussion or another reading on the carbon cycle or all watching a video.
VoiceThread: Multiple audiencesshare responses to images
Analysis: VoiceThread Annotations
77%: inferences about
relationships between
phenomena
23%: description of
phenomena in the images
Question: How does use of digital texts mediate
productive collaboration?
Critical Engagement
❖ Emotions driving use of digital texts (Lewis & Causey)
❖ Frustrations: coping with competing systems (Engestrom, 2001)
Creating Persona: Emo Girl
• I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person
Judith Rosario, President, Youth Against War and Racism Club (Online
role-play)I fight for what I believe in and will take stands against issues, even if the rest of the student body is too afraid to. . . . I don’t take anything lying down…I came to see how a person could come to feel so strongly about privacy in the academic setting. At the beginning, I saw the blocking of websites an educational benefit that would only help students, not hurt them. I thought that blocking websites that are crude or vulgar should simply guard students against features that they would not want or need to access at school, but then I looked further into it. The school blocks sites such as YouTube that can actually be used by teachers as an educational asset.
Google autosearch: “shouldn’t,” “cannot,” etc.
Question: How do certain emotions evoked by
digital texts precipitate critical engagement?
Identity construction: Online impression
management❖ Concern with how others perceive
one’s online identity
❖ Need to be perceived in a positive manner
❖ Need to be continually connected and responsive
Research methods: Analysis of social practices❖ Activity as the primary unit of
analysis
❖ Inquiry-based, open-ended framing of activity
❖ Use of social practices to collaboratively construct knowledge
Mediated discourse analysis (Jones & Norris,
2005) ❖ “Nexus of practice”: Same set of
actions/practices as shared, aggregate meaning
❖ Shared understanding of how digital text/tool use mediates use practices
Research methods: Analysis of social practices❖ Conflation of assessment versus
description of use of social practices (Ellis, 2013)
❖ Ability to make connections (analysis of CCSS “text sets” connections)
❖ Computer scoring of Smarter Balance/PARCC writing assessments
Conflation: Digital “people analytics”: Class Dojo app
Class Dojo: “Positive behaviors”
Class Dojo: “negative behaviors”
Feedback for Cameron
Knack: Games for assessing dispositions/practices for hiring
Balloon Brigade app
Longitudinal research: Self-reflection on social
practices
❖ Long-term changes in social practices
❖ Digital repositories/e-portfolios: track changes in social practices
Digital texts as descriptive data
❖ Digital annotations
❖ Digital mapping
❖ Wikis
❖ Blog posts
❖ Games
Digital inequality: Class differences
Significant differences in middle school students’ online reading comprehension ability according to the economic status of their school district (Henry, 2007)
Significant effects of SES on college students Internet use for information seeking (Hargittai, 2010)
Research agenda
❖ Acquiring social practices: Economic and social success in a knowledge economy
❖ How use of tools fosters use of social practices
Dreaming the future 50 years ago
❖ Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. John F. Kennedy